ПОУРОЧНІ РОЗРОБКИ

для вчителя
у 2 класі НУШ
 CONTENTS

Поурочний план розподілу матеріалу LESSON 9 Into Your Portfolio..............61

НМК “English with Smiling Sam 2”............... 4 LESSON 10 Into Your Portfolio............62
LESSON 11 Revision............................63
UNIT 5 HOW MANY LEGS?..........................10 LESSON 12 Revision............................65
LESSON 1................................................10
LESSON 2................................................11 UNIT 8 SEASONS AND CLOTHES................67
LESSON 3................................................13 LESSON 1................................................67
LESSON 4................................................14 LESSON 2................................................69
LESSON 5................................................16 LESSON 3................................................71
LESSON 6................................................18 LESSON 4................................................73
LESSON 7................................................20 LESSON 5................................................75
LESSON 8 Story Time...........................21 LESSON 6................................................77
LESSON 9 Into Your Portfolio..............22 LESSON 7................................................79
LESSON 10 Into Your Portfolio............24 LESSON 8 Story Time...........................80
LESSON 11 Revision............................25 LESSON 9 Into Your Portfolio..............82
LESSON 12 Revision............................26 LESSON 10 Into Your Portfolio............83
LESSON 11 Revision............................85
UNIT 6 DOING THINGS................................28 LESSON 12 Revision............................87
LESSON 1................................................28
LESSON 2................................................30
LESSON 3................................................31
LESSON 4................................................33
LESSON 5................................................35
LESSON 6................................................36
LESSON 7................................................38
LESSON 8 Story Time...........................40
LESSON 9 Into Your Portfolio..............41
LESSON 10 Into Your Portfolio............43
LESSON 11 Revision............................44
LESSON 12 Revision............................45

UNIT 7 DO YOU LIKE CARROTS?................47

LESSON 1................................................47
LESSON 2................................................49
LESSON 3................................................51
LESSON 4................................................52
LESSON 5................................................54
LESSON 6................................................55
LESSON 7................................................57
LESSON 8 Story Time...........................60
 ПОУРОЧНИЙ ПЛАН РОЗПОДІЛУ МАТЕРІАЛУ
ДРУГИЙ

Розділ (тема) МОВЛЕННЄВИЙ МАТЕРІАЛ

Урок
год. НМК
Змістова лінія Мовленнєвий зразок Лексика Фонікси

54 Unit 5 1 In the jungle there are ... animals, jungle, hear, tall, big, fat,
How Many Legs? small, long, angry, thirsty,
a giraffe, a hippo, a crocodile, an
Екологічна безпека ear, stripes, a leg, a tail
та сталий розвиток:
55 виявляє ціннісне 2 I’m ... I’ve got ... mouth, teeth, short, dangerous,
ставлення до body, neck
56 природи 3 It has got ... They have got ... thanks, tooth, foot, feet, goose, th [O] three, tooth
geese ee [7:] tree, teeth
57 4 head, eyes, fingers, hand, arm,
toes, one, two

58 5 How many ... have you got? shoulders, knees

59 6 g [dz] giraffe
ph [f] elephant
ou [aU] mouth
ow [aU] brown
60 7 How many ... can you see? I can see
... Has it got a ...? Yes, it has./No, it
hasn’t. Can it ...? Yes, it can./No, it
cannot.
61 Story Time 8 What other animals live in Africa? I’m coconut, careful
scared. We must be careful.
62 Into your Portfolio 9 Its name is ...
63 10
64 Revision 11 What animal is it?
65 12
66 Unit 6 1 It’s late. Wash your/my face. Clean bed, bathroom, face, clothes,
Doing Things your/my teeth. Put on your/my schoolbag, silly
clothes. This is the way I wash my
Громадянська face.
відповідальність:
67 виявляє 2 Wake up. Get up. Have lunch. I have catch, bus, Monday, Tuesday,
відповідальне to catch the bus! Wednesday, Thursday, Friday,
ставлення до своїх Saturday, Sunday
68 обов’язків. 3 No school! meat, please, my, your ea [&&7:] teacher
Підприємливість ng [6] pudding
та фінансова
грамотність:
69 виявляє ініціативу 4 I’m playing with a dog. bat
у плануванні
робочого дня та
70 тижня. 5 She is looking at photos. sleep, to make faces

71 6 I love you. love alk [c:k] talk

all [c:l] ball
o [y] monkey
72 7 Is he/she fishing? - Yes, he/she is./ to fish
No, he/she isn’t. You’re kidding!

4
 PB – Pupil’s Book
НМК “English with Smiling Sam 2” t. – task
AB – Activity Book
СЕМЕСТР HPB - Handwriting Practice Book
ВПРАВИ ТА ЗАВДАННЯ
Рецептивні Інтеракційні Продуктивні
сприймання зорове усна усне писемне Пісні та римівки
на слух сприймання взаємодія продукування продукування
PB t.1-4 - pp.62-63 PB t.1-3,5 - pp.62-63 PB t.6 - p.63 In the jungle there
AB t.1 - p.52 are animals.
HPB pp. 15-16

PB t.1,2 - p.64 AB t.2 - p.53 PB t.2,3,5 - p.64 PB t.4 - p.64

AB t.1,2 - p.53
PB t.1,2,4 - p.65 PB t.2,4,5 - p.65 PB t.1 - p.65 PB t.3 - p.65
AB t.1 - p.54 AB t.1,2 - p.54
PB t.1,3 - p.66 PB t.3 - p.66 PB t.1,2 - p.66 PB t.4,5 - p.66
AB t.1,2 - p.55 AB t.1,2 - p.55
HPB pp. 16-17
PB t.1,2,5 - p.67 AB t.1 - p.56 PB t.6 - p.67 PB t.1-3,5 - p.67 PB t.4 - p.67 Head and shoulders,
AB t.2 - p.56 knees and toes...
HPB pp. 17-18 How many fingers
have you got?
PB t.1,4 - p.68 PB t.2,4,5 - p.68 PB t.3 - p.68
AB t.2 - p.57 AB t.1,2 - p.57
HPB pp. 18-19

AB t.1,2 - p.58 PB t.1,2 - p.69 AB t.1 - p.58

PB t.1 - p.70 PB t.1,2 - p.70 PB t.4 - p.70 PB t.3 - p.70 AB t.1 - p.59
AB t.1 - p.59
PB t.1 - p.71 PB t.2 - p.71 PB t.1,4,6 - p.71 PB t.3,5,7 - p.71
AB t.1 - p.60

PB t.1 - p.72 PB t.2 - p.72 PB t.3,4 PB t.3 - p.72

AB t.1 - p.61 - pp.72-73 AB t.2 - p.61

PB t.1,2,4,5 AB t.1,2 - p.62 PB t.3-5 - pp.74-75 AB t.1,2 - p.62 This is the way I wash
- pp.74-75 my face.

PB t.1-3 - p.76 AB t.1,2 - p.63 PB t.1,3,4 - p.76 AB t.1,2 - p.63 Monday morning.
Wake up... get up!

PB t.1,2,4 - p.77 PB t.2,4,5 - p.77 PB t.1 - p.77 PB t.3,6 - p.77

AB t.1 - p.64 AB t.1,2 - p.64 AB t.2 - p.64
HPB pp. 19-21
PB t.1 - p.78 PB t.1-3 - p.78 AB t.1 - p.65 I’m playing with a
AB t.2 - p.65 dog.
PB t.1 - p.79 PB t.2 - p.79 PB t.3 - p.79 PB t.1 - p.79
AB t.1 - p.66
PB t.1,2,4 - p.80 PB t.2,4,5 - p.80 PB t.1 - p.80 PB t.3 - p.80
AB t.2 - p.67 AB t.1,2 - p.67
HPB pp. 21-22
PB t.1,2 - p.81 AB t.1,2 - p.68 PB t.4 - p.81 PB t.2,3 - p.81 AB t.1,2 - p.68 Is dad fishing?

5
 Розділ (тема) МОВЛЕННЄВИЙ МАТЕРІАЛ
Урок
год. НМК
Змістова лінія Мовленнєвий зразок Лексика Фонікси

73 Story Time 8 What are you doing? Let me see. Who river, pool, sundae, to call, dream
is this? What’s your dad doing here?
Wow, that looks good! We call it the
African dream.
74 Into Your Portfolio 9 Make your bed. Drink some tea. Brush quickly, picture book, to comment
your teeth. Time for school. I am
75 10 making my bed.

76 Revision 11 I’m here. Come here! It’s lunch time! phone

Dad is talking over the phone.
77 12

78 Unit 7 1 Can I have some lemonade? Here you chicken, lemonade, sweets, fruit,
Do You Like Carrots? are. salad, chips, soup, rice

Здоров’я і безпека:
79 розрізняє здорову і 2 We have a picnic in the garden. pear, strawberry, cherry, picnic
шкідливу їжу.
Підприємливість
80 та фінансова 3 I like ... but I don’t like ... desserts, drinks ch [tS] chicken
грамотність:
Складає просте
меню з корисних
81 продуктів. 4 Three tomatoes, please. Sorry, no vegetables, carrot, cucumber,
cucumbers. mushroom, tomato, pepper,
potato
82 5 Bananas for dinner, before going to breakfast, lunch, dinner, sweet,
sleep. They are so sweet! munch
83 6 When do you get up? What do you when, what, where wh [w] white
like? What does he/she like for ir, er, ur [E:] bird, her,
breakfast/lunch/dinner? I am having surname
... for breakfast/lunch/dinner.
84 7 He/She likes ... Does he/she like ...? jelly
Yes, he/she is./No, he/she isn’t.

85 Story Time 8 He’s buying a mango. shop, to buy, mango, lemon,

vanilla ice-cream, to shine, to mix
86 Into Your Portfolio 9 plate
87 10

88 Revision 11 table, shopping game, king,

prince, princess
89 12
90 Unit 8 1 It’s cold. It’s hot. It is raining. It is cold, hot, rain, snow, spring,
Seasons and Clothes snowing. When is your birthday? It’s summer, autumn, winter, bright
in ...
Підприємливість
91 та фінансова 2 It is sunny. And so can you! Watch sea, to watch, TV, to stay, to skate,
грамотність: Обирає TV. Stay at home. Make a snowman. to ski, snowman
92 одяг відповідно до 3 Good night. Sleep tight. In the night, eighteen, right, light, tight, ght [it] eight
сезону. morning light. What season do you season, holidays, with
Екологічна безпека like? I can fly a kite. I have holidays
та сталий розвиток: in summer. I can go with my mum.
цінує та бережливо
93 ставиться до 4 It’s Tuesday. In six days she is going to count, holiday, to pack,
природи. on holiday. Tracy is packing her suitcase, jacket, sandals, bikini,
suitcase. What is she putting in her jeans, T-shirt, mask, trainers, her,
suitcase? his, cap, shorts

6
 ВПРАВИ ТА ЗАВДАННЯ
Рецептивні Інтеракційні Продуктивні
сприймання зорове усна усне писемне Пісні та римівки
на слух сприймання взаємодія продукування продукування
PB t.1,2 - p.82 PB t.3 - p.82 PB t.5 - p.82 PB t.2-4 - p.82 AB t.2 - p.69

PB t.1 - p.83 PB t.1,4 - p.83 PB t.2,3 - p.83 Morning chant.

AB t.1 - p.70

PB t.1 - p.84 PB t.6 - p.85 PB t.4,5 PB t.2,3 - p.84

AB t.2 - p.71 - pp.84-85 AB t.1 - p.71
HPB pp. 22-23

PB t.1-3,5 AB t.1 - p.72 PB t.4 - p.86 PB t.2,3,5 - pp.86-87 PB t.6 - p.87 Chicken, chips, soup
- pp.86-87 AB t.1 - p.72 and eggs.
HPB pp. 23-24
PB t.1,3 - p.88 AB t.2 - p.73 PB t.4 - p.88 PB t.1-3 - p.88 PB t.5 - p.88 In the garden.
AB t.1 - p.73 AB t.2 - p.73
HPB p.24
PB t.1,3 - p.89 PB t.1-4 - p.89 PB t.5 - p.89
AB t.1,2 - p.74
HPB pp.24-25
PB t.1-3 - p.90 AB t.1 - p.75 PB t.4 - p.90 PB t.1-3 - p.90 AB t.1,2 - p.75 Apples and bananas.

PB t.1-3 - p.91 PB t.1,3,5 - p.91 PB t.4 - p.91 Bananas for breakfast,

AB t.1 - p.76 bananas for lunch.
PB t.1-3 - p.92 PB t.2-4 - p.92 PB t.4 - p.92 AB t.1,2 - p.77
AB t.2 - p.77 HPB pp.25-26

PB t.1,2 - p.93 PB t.4,5 - p.93 PB t.1,3,6 - p.93 PB t.6 - p.93 Jelly is yummy.
AB t.1 - p.78
HPB pp.26-27
PB t.1,2,5 PB t.2 - p.94 PB t.4 - p.94 PB t.3,5 - pp.94-95 AB t.1 - p.79 African dream.
- pp.94-95
AB t.1 - p.80 PB t.2 - p.96 PB t.3 - p.96 PB t.1 - p.96
AB t.1 - p.80

PB t.6 - p.99 PB t.7 - p.99 PB t.3 - p.97 PB t.1,4,5,6,7 PB t.1,2 - p.97

- pp.97-99 AB t.1 - p.81

PB t.1-3 - p.100 AB t.1 - p.82 PB t.5 - p.100 PB t.1-4 - p.100 AB t.1-3 - p.82 Spring is green.

PB t.1,3 - p.101 PB t.1,2 - p.101 PB t.3-5 - p.101 PB t.5 - p.101 It is sunny..

AB t.2 - p.83 AB t.1 - p.83 AB t.1 - p.83
PB t.1-3 - p.102 PB t.2-5 - p.102 PB t.5 - p.102 AB t.1,2 - p.84
AB t.2 - p.84 HPB p.27

PB t.1-5 PB t.1 - p.103 PB t.2,4,6 PB t.7 - p.104

- pp.103-104 - pp.103-104 AB t.1 - p.85
AB t.2 - p.85 HPB pp.27-28

7
 Розділ (тема) МОВЛЕННЄВИЙ МАТЕРІАЛ
Урок
год. НМК
Змістова лінія Мовленнєвий зразок Лексика Фонікси

94 5 What are you wearing today? I am trousers, socks, sweater, dress,

wearing ... shoes, boots, scarf, hat, to wear
95 6 What is he/she wearing? Where are shirt, skirt, coat, raincoat ir, [E:] shirt
her socks? oa [cU] coat
ear, air, ere [e3] bear,
hair, where
96 7 Are you wearing ...? Yes, I am./No,
I’m not.
97 Story Time 8 I’m checking the tyres. Off we go! to check, tyres, to look for, key
98 Into Your Portfolio 9 gloves, pants
99 10
100 Revision 11 jogging suit, favourite
101 12
102 Резервні уроки
-
105

8
 ВПРАВИ ТА ЗАВДАННЯ
Рецептивні Інтеракційні Продуктивні
сприймання зорове усна усне писемне Пісні та римівки
на слух сприймання взаємодія продукування продукування
PB t.1-3 - p.105 PB t.4 - p.105 PB t.1-3 - p.105 AB t.1,2 - p.86 What are you wearing
today?
PB t.1,2,4 - p.106 PB t.2,3,5 - p.106 AB t.1 - p.87
AB t.2 - p.87 HPB pp.28-29

PB t.1 - p.107 PB t.2 - p.107 PB t.3 - p.107 AB t.1,2 - p.88

AB t.1,2 - p.88
PB t.1,2 - p.108 PB t.2 - p.108 PB t.4 - p.108 PB t.3 - p.108 AB t.1 - p.89
PB t.1,2 - p.109 AB t.1 - p.90 PB t.1,2,4,6 - p.109 PB t.3,5 - p.109 Move to the left!

PB t.1,2 - p.110 PB t.8 - p.111 PB t.5,7 PB t.3,6,8 PB t.2,4,5 - p.110

- pp.110-111 - pp.110-111

Резервні уроки

9
UNIT 5 HOW MANY LEGS? zzWhile listening to the audio, point to each animal
according to what the speaker says.
Script
LESSON 1 A hippo, a zebra, a giraffe, an elephant,
a snake, a monkey, a parrot, a lion, a crocodile.

OBJECTIVES:
zzto introduce and practise new vocabulary
zzto introduce the structure ‘In the jungle
there are …’
zzto introduce some parts of the body
VOCABULARY:
animals, jungle, hear, tall, big, fat, small, long,
angry, a giraffe, a hippo, a crocodile, an ear,
stripes, a leg, a tail
STRUCTURE:
In the jungle there are …
MATERIALS:
PB, PB Audio, AB, MP, pencils of different
colours or crayons, cup with the name sticks
(see Starter-Lesson 4), flashcards # 63-65
OUTCOMES:
By the end of the lesson Ps will be able to
identify some parts of the body and animals.
They will be able to use the new words and
structures in sentences.
zzTell Ps that they are going to listen to the audio one
more time, but this time they should follow the
speaker and point to the pictures in exercise 1.
zzPlay the audio again and get Ps to listen and point.
zzPlay the audio again making pauses and get Ps to
repeat each phrase.
zzAsk several volunteers to name each animal on
pages 62-63.
PRACTICE
zzTake flashcards # 63-65 and start showing them to
Ps one by one. Name each flashcard and encourage
Ps to repeat the new words after you several times.
PB p. 62, t.2
zzExplain to Ps that they are going to listen to an
audio and guess the animal.
zzPlay PB Audio (track Unit-5-Les_1-2) making pauses
and get Ps to guess animals.
Script
Animal sounds: elephant, lion, parrot,
monkey, snake.

WARM-UP
PB p. 63, t.3
Pretend to Be an Animal zzExplain to Ps that they are going to listen to an
zzTell Ps that they are going to play a game. audio and sing a song.
zzGet Ps to stand up and make sure there is enough zzPlay PB Audio (track Unit-5-Les_1-3)
space between each other (stretched arm length). OR
zzTell Ps as soon as you say, e.g. ‘You can climb a tree’, Play MP (Unit-5-Songs_and_Chants-1)
they should pretend to be an animal that can climb a Script
tree. They can also make noises their animal can make. Ref.:
In the jungle, there are animals
zzFor example, you say, ‘You can jump’ and P1 can
In the jungle, can you see?
pretend to be a rabbit but P2 can pretend to be a cat In the jungle, there are animals
and say ‘miaow..’ and so forth. In the jungle, can you hear?
Look, an elephant! It's big!
PRESENTATION Look, a giraffe! It's tall!
Look, a hippo! It's fat!
PB p. 62, t.1
Look, a monkey! It's small!
zzGet Ps to open their PBs on pages 62-63. Ref.:
zzHold up your PB and point to exercise 1.
Listen, a snake! It's long!
zzAsk Ps to say what they see in the pictures. Listen, a lion! It's angry!
zzEncourage them to name animals they know. Listen, a zebra! It's thirsty!
zzExplain to Ps that they are going to listen to an Listen, a crocodile! It's hungry!
audio and learn some new words. Ref.:
zzPlay PB Audio (track Unit-5-Les_1-1).

Unit 5 10 Unit 5
zzPlay the audio again and get Ps to sing along.
AB p. 52, t.1
zzAsk Ps to open their ABs on page 52.
zzExplain to Ps that they should match the words to
the pictures and then colour them.
zzLet Ps do the exercise on their own.
zzWalk around the classroom and check whether Ps
need help.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask several Ps to name each animal.
zzLet Ps take their pencils of different colours or
crayons and colour the pictures.
PB p. 63, t.4
zzGet Ps to open their PBs on page 63.
zzPay their attention to two word clouds in exercise 4.
zzPoint to the elephant and zebra. Tell Ps that they are
going to listen to an audio about them.
zzPlay PB Audio (track Unit-5-Les_1-4).
zzWhile listening to the audio, hold up your PB and
point to the text in the word clouds according to
what the speaker says. Do it twice.
Script
I’m Ella the Elephant. I’m Zeb the Zebra.
I’m big. I’m black and white.
I’m grey. I’ve got stripes.
I’ve got big ears. I’ve got four legs.
I’ve got a long nose. I’ve got a tail.
zzPoint to the elephant’s ear and say, ‘ear’. Get Ps to
repeat the word after you several times.
zzRepeat the procedure with the words ‘nose’, ‘leg’, ‘tail’
and ‘stripes’.
zzExplain to Ps the meaning of the words ‘tall’, ‘big’,
‘small’, ‘fat’, ‘long’ and ‘angry’.
PB p.63, t.5
zzExplain to Ps that they are going to point to the
word clouds and say them.
zzPlay PB Audio (track Unit-5-Les_1-4) making pauses
for Ps to repeat each phrase.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask several Ps to say the word clouds.
ENDING
PB p.63, t.6
zzGet Ps to open their PBs on page 63.
zzHold up your PB and point to exercise 6.
zzExplain to Ps that they are going to copy the animal
names into their exercise books.
Unit 5
zzGet Ps to open their exercise books and start writing.
zzWalk around the classroom and check whether Ps
need help.
HPB pp.15-16
zzAsk Ps to open their HPBs on pages 15-16.
zzExplain to Ps that they are going to trace and write
some words.
zzAsk Ps to start tracing with the word ‘a giraffe’ and
finish with the word ‘a lion’.
LESSON 2
OBJECTIVES:
zzto introduce and practise new vocabulary
zzto introduce and practise the structures
‘I’m dangerous/tall…’, ‘I’ve got a big mouth’
zzto practise the vocabulary of parts of the
body
VOCABULARY:
mouth, teeth, short, dangerous, body, neck
STRUCTURE:
I’m dangerous. I’ve got a big mouth.
MATERIALS:
PB, AB, PB Audio, flashcards # 63-65,
flashcards of some animals (see below), cup
with the name sticks (see Starter-Lesson 4),
pencils of different colours or crayons, sheets
of paper
OUTCOMES:
By the end of the lesson Ps will be able to use
new structures and vocabulary in sentences.
They will also be able to use the contractions
‘I’m’ and ‘I’ve’.
WARM-UP
The Mime Game
zzBefore the lesson, prepare flashcards of such animals
as zebra, elephant, snake, monkey, parrot and lion.
zzTake the prepared flashcards and flashcards # 63-65
and start showing them to Ps. Encourage Ps to name
each animal.
zzGet Ps to sit in a circle. Tell them that they are going
to play a game.
zzPut all the flashcards on a desk face down.
zzAsk a volunteer to come to the desk and pick up a
flashcard, look at it, but do not show it to others.
11 Unit 5
zzThe P has to mime the animal he/she saw in the zzWhile listening to the audio, hold up your PB and
flashcard and others should guess it. point to the text in the word clouds according to
zzLet Ps come one by one and pick up flashcards one what the speaker says.
by one and play the Mime Game. PB p.64, t.3
zzExplain to Ps that they are going to point to the
PRESENTATION word clouds and say them.
zzUse the cup with the name sticks (see Starter-
PB p. 64, t.1
Lesson 4) to ask Ps to say the word clouds in turn.
zzGet Ps to open their PBs on page 64.
AB p.53, t.1
zzPay their attention to the word clouds in exercise 1.
zzAsk Ps to open their ABs on page 53. Tell them to
zzPoint to the crocodile, snake and giraffe.
take their pens.
zzTell Ps that they are going to listen to an audio
zzExplain to Ps that they are going to unscramble
about them.
words.
zzPlay PB Audio (track Unit-5-Les_2-1).
zzHold up your AB, point to the first picture and ask a
zzWhile listening to the audio, hold up your PB and
P to name it (the word is ‘leg’).
point to the text in the word clouds according to
zzThen point to the mixed letters and ask the P to
what the speaker says.
spell the word or ask him/her to come up to the
Script blackboard and write it.
I’m Croc the Crocodile.
I’m green. zzLet Ps do the exercise on their own. You walk around
I’ve got a big mouth and big teeth. the classroom and check whether Ps need your help.
I’ve got four short legs and a long tail. zzUse the cup with the name sticks (see Starter-
I’m dangerous. Lesson 4) to ask several Ps to read the unscrambled
I’m Siss the Snake. words.
I’m orange and red. PB p.64, t.4
I’ve got a long body. zzHold up your PB and point to the sections where the
I’ve got no legs. examples of contractions are written (‘I am = I’m’
I’m very dangerous. and ‘I have got = I’ve got’).
I’m Gira the Giraffe.
zzExplain to Ps the contraction rules using some
I’m yellow and brown. examples in exercise 1.
I’ve got four legs. zzExplain to Ps that they are going to draw pictures of
I’ve got a long neck. animals and then write some information about
I’m tall. them according to the example.
zzTell Ps that they should choose the animal they like
zzPoint to the crocodile’s mouth and say, ‘mouth’. Get and write the description of it as if they are that
Ps to repeat the word after you several times. animal.
zzRepeat the procedure with the words ‘teeth’, ‘body’ zzHold up your PB, point to the example in exercise 4.
and ‘neck’. Then point to a boy and his picture.
zzExplain to Ps the meaning of the words ‘short’ and zzRead the text in the word cloud aloud (‘I’m …’) and tell
‘dangerous’. Ps to use these structures to describe their animal.
zzHand out sheets of paper and let Ps start drawing
PRACTICE and writing.
zzWalk around the classroom and check whether Ps
PB p.64, t.2
need your help.
zzTell Ps that they are going to listen to the audio
PB p.64, t.5
again, but this time they should repeat each phrase.
zzUse the cup with the name sticks (see Starter-
zzPlay PB Audio (track Unit-5-Les_2-1) making pauses
Lesson 4) to ask several Ps to come to the front of
for Ps to repeat each phrase.
the classroom, demonstrate their pictures and
describe their animals.

Unit 5 12 Unit 5
 ENDING
AB p.53, t.2
zzAsk Ps to open their ABs on page 53.
zzHold up your AB and point to exercise 2.
zzTell Ps to prepare their pens, pencils of different
colours or crayons.
zzExplain to Ps that they are going to fill in the blank
spaces in words to complete the text. After that, they
should draw a picture according to the text.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to read the text in turn and fill in
the blank lines (you can divide the text into parts
and ask Ps to read the parts).
zzLet Ps draw the pictures.
LESSON 3
OBJECTIVES:
zzto introduce new phonics
zzto practise the phonics Ps have learnt at
previous lessons
zzto practise reading
zzto introduce and practise the structures ‘It
has got’, ‘They have got’
VOCABULARY:
thanks, tooth - teeth, foot - feet, goose - geese
STRUCTURE:
It has got. They have got.
MATERIALS:
PB, AB, PB Audio, AB Audio, flashcard # 66,
flashcards-phonics # 1-22, cup with the name
sticks (see Starter-Lesson 4)
OUTCOMES:
By the end of the lesson Ps will be able to
identify the phonics ‘th’ and ‘ee’ in words. They
will be able to pronounce and read them.
WARM-UP
What’s Missing?
zzGet Ps to sit in a circle. Put flashcards-phonics # 11-20
on the floor. Tell Ps to remember the flashcards.
Explain to them that they should close their eyes
and you will remove one flashcard at a time and they
should guess which flashcard is missing.
Unit 5
PRESENTATION
zzTake flashcards-phonics # 1-17 and put them on a desk
face down.
zzUse the cup with the name sticks (see Starter-Lesson 4)
to ask several Ps to come up to the desk.
zzLet Ps one by one take a flashcard, show it to others
and read it aloud.
PB p.65, t.1
zzGet Ps to open their PBs on page 65.
zzHold up your PB and point to exercise 1. Pay Ps’
attention to two yellow squares with the phonics ‘th’
and ‘ee’ and the words that represent these phonics.
zzTell Ps that they are going to listen to an audio and
follow each word according to the speaker.
zzPlay PB Audio (track Unit-5-Les_3-1).
zzWhile listening to the audio, hold up your PB and
point to each phonics and word according to what
the speaker says.
Script
th [Ѳ}, three, mouth, tooth
ee [i:], tree, tooth - teeth, foot – feet, a green tree
zzPlay the audio again and get Ps to point to the
phonics and words in their PBs according to what
the speaker says.
zzWalk around the classroom and check whether Ps
need help.
zzPlay the audio again making pauses for Ps to repeat
each word.
PRACTICE
zzShow the flashcard # 66 and say ‘tooth’. Get Ps to
repeat the word after you several times.
zzHold up your PB and point to the irregular plural
nouns that are depicted in exercise 1 and in
exercise 4 (tooth – teeth, foot – feet, goose – geese).
zzExplain to Ps that these words are exceptions and
we form plural of these words differently. Point to
each word and read them aloud. Get Ps to repeat
each word after you several times.
PB p.65, t.2
zzHold up your PB and point to two sections with the
words and phrases with the new phonics (‘thanks,
tooth …’; ‘three geese …’).
zzTell Ps that they are going to listen to an audio and
read the words and phrases.
zzPlay PB Audio (track Unit-5-Les_3-2).
13 Unit 5
zzWhile listening to the audio, hold up your PB and point Script
to each word according to what the speaker says. I can see a goose.
It is grey.
Script It has got a long neck.
thanks, tooth, three, mouth
It has got 2 legs.
three geese, nine teeth, big feet, a green tree These are geese.
They are black.
zzUse the cup with the name sticks (see Starter- They have got long necks.
They can run and swim.
Lesson 4) to ask Ps to read the words and phrases in
They can fly, too.
turn.
PB p.65, t.3 zzPlay the audio again making pauses for Ps to repeat
zzHold up your PB and point to exercise 3. each line. Do it twice.
zzTell Ps that they should copy the words with the new zzUse the cup with the name sticks (see Starter-Lesson 4)
phonics into their exercise books. to ask Ps to read the text one by one (you can divide
zzGet Ps to open their exercise books and copy the the text into parts and ask Ps to read the parts).
words: ‘three’, ‘mouth’, ‘tooth’, ‘tree’, ‘teeth’, and ‘feet’.
AB p.54, t.1 ENDING
zzGet Ps to open their ABs on page 54.
zzExplain to Ps that they are going to listen to an AB p.54, t.2
audio, then read the words and circle the correct zzTell Ps that they are going to look at the pictures
word and picture. and fill in the blank lines with letters to make words.
zzPlay AB Audio (track Engl_2_kl-Робочий зошит-Unit5- zzLet Ps do the exercise on their own. You walk around
Les3_Page54_Ex-1) and let Ps circle the first line. the classroom and check whether Ps need help.
zzWalk around the classroom and check whether Ps zzUse the cup with the name sticks (see Starter-
have understood the task. Lesson 4) to ask several Ps to read the words in turn.
zzPlay the audio again making pauses for Ps to circle
the correct variants. LESSON 4
Script
mouth, tooth, feet, teeth, geese.
OBJECTIVES:
zzUse the cup with the name sticks (see Starter- zzto introduce new vocabulary
Lesson 4) to ask several Ps to come to the front of zzto practise the structure ‘I have got …’
the classroom, hold up their ABs and read aloud the zzto practise the vocabulary of parts of the
variants. body
PB p.65, t.4,5 VOCABULARY:
zzHold up your PB and point to the text in the green head, eyes, fingers, hand, arm, toes, one, two
section (exercise 4). STRUCTURE:
zzTell Ps that they are going to listen to an audio and I have got one head.
read the text. MATERIALS:
zzPlay PB Audio (track Unit-5-Les_3-4). PB, PB Audio, AB, HPB, flashcards # 67-69, 71-
zzWhile listening to the audio, hold up your PB and 79, 81, cup with the name sticks (see Starter-
point to each word according to the speaker. Lesson 4), sheets of paper, pencils of different
colours or crayons
OUTCOMES:
By the end of the lesson Ps will be able to
identify some parts of the body and they will be
able to use them in the structure ‘I have got …’.
They will also be able to write numbers ‘one’
and ‘two’ in words.

Unit 5 14 Unit 5
 zzUse the cup with the name sticks (see Starter-
WARM-UP Lesson  4) to ask Ps point to the parts of the body
Broken Telephone and name them one by one.
zzUse the cup with the name sticks (see Starter- AB p.55, t.2
Lesson  4) to divide your class into two or three zzGet Ps to open their ABs on page 55.
teams (depending on the number of Ps in the class). zzHold up your AB and point to exercise 2.
zzAsk your teams to form lines facing the blackboard. zzExplain to Ps that they should write the corresponding
zzCome to each last P in the teams and whisper the part of the body in the blank lines to label the
words Ps have learnt at previous lessons. picture.
zzThe task of each team is to pass this word by zzPoint to the words in the white squares and ask a
whispering from the last P in the line up to the first volunteer to read the first word aloud (‘arm’).
one. zzLet P match this word to the corresponding part of
zzAfter the first P in the line has listened to the word, Tracy’s body.
he/she should run to the blackboard and write it on zzLet Ps do the exercise on their own. You walk around
the blackboard. the classroom and check whether Ps need help.
zzThe first team to do the task correctly wins the zzUse the cup with the name sticks (see Starter-
game. Lesson 4) to ask Ps to read the words in turn pointing
to the parts of the body.
PRESENTATION PB p.66, t.3
zzGet Ps to open their PBs on page 66.
PB p.66, t.1 zzHold up your PB and point to exercise 3.
zzTake flashcards # 67-69, 71-79, 81 and start showing zzTell Ps that they are going to listen to an audio and
them to Ps one by one. read four sentences.
zzName each flashcard and encourage Ps to repeat zzPoint to numbers ‘one’ and ‘two’ that are written in
each word after you. Do it several times. words.
zzTell Ps that they are going to listen to an audio. zzExplain to Ps that these are the written forms of
zzPlay PB Audio (track Unit-5-Les_4-1). these numbers.
Script zzPlay PB Audio (track Unit-5-Les_4-3).
Look at the giraffe.
1. head 4. eyes 7. tail Script
one
2. nose 5. body 8. neck
two
3. mouth 6. legs 9. ears
Look at Tracy. I have got one head.
1. head 4. feet 7. neck I have got one nose.
2. arm 5. toes 8. hand I have got two hands.
3. legs 6. body 9. fingers I have got two legs.

zzWhile listening to the audio, hold up your PB and
point to each part of the bodies according to what
the speaker says.
zzTell Ps to open their PBs on page 66.
zzPlay the audio again and get Ps to point to the parts
of the body in their PBs.
PRACTICE
PB p.66, t.2
zzExplain to Ps that they are going to point to each
part of the body and name it.
zzGet Ps to open their PBs on page 66.
zzWhile listening to the audio, try to mime the
sentences.
zzFor example, the first sentence is ‘I have got one
head’. So while listening to this sentence point first
to yourself, then use your point finger to show
number one and then point to your head and so on.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to read the sentences in turn.
PB p.66, t.4
zzTell Ps that they are going to copy the sentences
they’ve just read into their exercise books.
zzGet Ps to open their exercise books and write the
sentences.

Unit 5 15 Unit 5
zzWalk around the classroom and check whether Ps
need your help.
PB p.66, t.5
zzTell Ps that they are going to make their body poster.
zzHand out sheets of paper.
zzHold up your AB and point to exercise 2.
zzExplain to Ps that they should draw themselves and
label each part of their body.
zzLet Ps take their pencils of different colours or
crayons and draw their pictures
zzWalk around the classroom and check whether Ps
need help.
ENDING
AB p.55, t.1
zzGet Ps to open their ABs on page 55.
zzHold up your AB and point to exercise 1.
zzExplain to Ps that they should read the text, fill in
the blank spaces in it and then draw a picture based
on the text.
zzLet Ps do the exercise on their own. You walk around
the classroom and check whether Ps need help.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to read the text and demonstrate
their pictures.
HPB pp.16-17
zzGet Ps to open their HPBs on pages 16-17.
zzExplain to Ps that they are going to trace and write
some words.
zzAsk Ps to start tracing from the words ‘fingers and
toes’ and finish with the words ‘body and tail.’
Unit 5
LESSON 5
OBJECTIVES:
zzto introduce new vocabulary
zzto practise the vocabulary of parts of the
body
zzto practise the structure ‘How many … have
you got?’
VOCABULARY:
shoulders, knees
STRUCTURE:
How many … have you got?
MATERIALS:
PB, PB Audio, AB, HPB, flashcards # 67-
81, cup with the name sticks (see Starter-
Lesson 4), picture of a dog with an open
mouth, paper packet or a box
OUTCOMES:
By the end of the lesson Ps will be able to
count their parts of the body. They will also be
able to ask the question ‘How many … have you
got?’
WARM-UP
Feed the Dog
zzBefore the lesson, print a picture of a dog with an
open mouth. Stick the dog to a paper packet or a
box. Make a hole in the dog’s mouth big enough to
throw the flashcards through it.
zzTell Ps that they are going to play a game.
zzExplain to them that they are going to feed the dog.
zzPut the flashcards # 67-69, 71-79, 81 in front of the dog.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to come to the dog in turn.
zzYou name the flashcards one by one and Ps should
find and throw them into the dog’s mouth.
PRESENTATION
PB p.67, t.1
zzTake flashcards # 70, 80 and start showing them to
Ps one by one.
zzName each flashcard and encourage Ps to repeat
each word after you. Do it several times (while
showing the flashcards, you may additionally point
to your shoulder and your knee).
zzGet Ps to open their PBs on page 67.
16 Unit 5
zzHold up your PB and point to exercise 1.
zzTell Ps that they are going to listen to an audio.
zzExplain to Ps that while listening to the audio, they
should point to their parts of the body according to
what the speaker says.
zzPlay PB Audio (track Unit-5-Les_5-1).
zzWhile listening to the audio, point to your parts of
the body according to what the speaker says.
Encourage Ps to do the same.
Script
Head and shoulders, knees and toes,
Knees and toes.
Head and shoulders, knees and toes,
Knees and toes.
And eyes, and ears, and mouth, and nose.
Head and shoulders, knees and toes,
Knees and toes.
zzPlay the audio again making pauses for Ps to repeat
each phrase. Do it twice.
PRACTICE
PB p.67, t.2
zzExplain to Ps that they are going to sing a song and
point to their parts of the body.
zzPlay PB Audio (track Unit-5-Les_5-2) and get Ps to
sing along.
OR
Play MP (Unit-5-Songs_and_Chants-2).
zzWhile singing the song, point to your parts of the
body according to what the speaker says. Encourage
Ps to do the same.
Script
Head and shoulders, knees and toes,
Knees and toes.
Head and shoulders, knees and toes,
Knees and toes.
And eyes, and ears, and mouth, and nose.
Head and shoulders, knees and toes,
Knees and toes.
PB p.67, t.3
zzExplain to Ps that they are going to touch their parts
of the body and name them.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to touch their parts of the body
and name them one by one.
Unit 5
AB p.56, t.1
zzGet Ps to open their ABs on page 56.
zzExplain to Ps that they are going to find the words
and circle them.
zzHold up your AB and point to the words that are
written in the white squares.
zzExplain to Ps that they should search for these
words.
zzAsk several Ps to read them aloud and while reading,
point to the corresponding parts of their bodies.
zzPoint to the example (‘arm’).
zzLet Ps do the exercise on their own.
zzWalk around the classroom and check whether Ps
need help.
zzUse the cup with the name sticks (see Starter-
Lesson  4) to ask several Ps to demonstrate words
they’ve circled.
PB p.67, t.4
zzGet Ps to open their exercise books and PBs on
page 67.
zzHold up your PB and point to exercise 4.
zzTell Ps that they are going to read the sentences,
choose the corresponding words and copy the
sentences into their exercise books.
zzPoint to the first sentence and ask a P to read it
aloud (‘I’ve got one head / hand’). Let him/her choose
the corresponding word (‘head’).
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to read the sentences one by one,
choose the corresponding words and copy the
sentences into their exercise books.
PB p.67, t.5
zzExplain to Ps that they are going to sing a song.
zzPlay PB Audio (track Unit-5-Les_5-5) and get Ps to
listen to the song.
OR
Play MP (Unit-5-Songs_and_Chants-3).
zzWhile listening to the audio, hold up your PB and
point to the pictures in exercise 5.
17 Unit 5
 Script
HOW MANY?
One, two, three, four, five,
Six, seven, eight, nine, ten.
How many, how many, how many,
How many, how many, how many,
How many fingers have you got?
How many fingers have you got?
One, two, three, four, five,
Six, seven, eight, nine, ten.
How many, how many, how many,
How many, how many, how many,
How many toes have you got?
How many toes have you got?
zzPlay the audio again and get Ps to sing along.
zzSay the structure, e.g. ‘How many fingers have you
got?’.
zzGet Ps to repeat it after you several times.
zzThen answer the question saying, ‘I have got ten
fingers.’
zzExplain to Ps that we use this structure to find out
the number of fingers, toes etc.
PB p.67, t.6
zzTell Ps that they are going to work in pairs asking
and answering questions.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to divide Ps into pairs.
zzGet Ps to open their PBs on page 67.
zzHold up your PB and point to exercise 6.
zzPoint to the word clouds and read them aloud (‘How
many … have you got?’, ‘I have got … … .’).
zzCome to one of the Ps and ask him/her the question,
e.g. ‘How many legs have you got?’. Encourage him/her
to answer the question saying, ‘I have got two legs.’
zzThen encourage the P to ask you the similar question,
e.g. ‘How many arms have you got?’. You answer it, ‘I
have got two arms.’
zzGet Ps to make mini-dialogues on their own.
zzWalk around the classroom and check whether Ps
need your help.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask several pairs to come to the front of
the classroom and act out their dialogues.
AB p.56, t.2
zzGet Ps to open their ABs on page 56.
zzExplain to Ps that they are going to make sentences.
zzHold up your AB and point to exercise 2 and the first
sentence.
Unit 5
zzPoint to the words that are written in the white squares.
zzAsk a P to read them aloud. Let the P put these words
in the right order to make a sentence.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to make sentences one by one
and write them in the blank lines.
ENDING
HPB pp.17-18
zzGet Ps to open their HPBs on pages 17-18.
zzExplain to Ps that they are going to trace and write
some sentences.
zzAsk Ps to start tracing from the sentence ‘I have got
two shoulders.’ and finish with the sentence ‘I have
got short fingers.’
LESSON 6
OBJECTIVES:
zzto introduce new phonics
zzto practise phonics that Ps have learnt
previously
zzto practise reading
VOCABULARY:
Gira
STRUCTURE:
This is Gira, the giraffe.
MATERIALS:
PB, AB, PB Audio, HPB, flashcards-phonics #
1-26, cup with the name sticks (see Starter-
Lesson 4)
OUTCOMES:
By the end of the lesson Ps will be able to
identify the phonics ‘g’, ‘ph’, ‘ou’ and ‘ow’ in
words. They will be able to pronounce, read
and write them.
WARM-UP
Big Races
zzOrganise the class into two or three separate teams
(depending on the size of the class) and get them to
sit in lines facing the board. Number each P in the
team 1-10.
zzExplain to Ps that you are going to call out a number
and a P with that number from each team should
run up to the blackboard and write a word you shout
18 Unit 5
 (name the words from flashcards-phonics # 1-22 and
show the corresponding flashcard).
zzThe team that writes the most right words wins the
game.
PRESENTATION
zzTake flashcards-phonics # 1-22 and put them on a
desk face down.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask several Ps to come up to the desk.
zzLet Ps one by one take a flashcard, show it to others
and read it aloud.
PB p.68, t.1
zzGet Ps to open their PBs on page 68.
zzHold up your PB and point to exercise 1. Pay Ps’
attention to three yellow squares with the phonics
(‘g’, ‘ph’, ‘ou’ and ‘ow’) and the words that represent
these phonics.
zzTake flashcards-phonics # 23-26 and start showing
them to Ps one by one. Name each flashcard and get
Ps to repeat each word after you.
zzTell Ps that they are going to listen to an audio and
follow each word according to the speaker.
zzPlay PB Audio (track Unit-5-Les_6-1).
zzWhile listening to the audio, hold up your PB and
point to each phonics and word according to what
the speaker says.
Script
[dʒ] Gira, giraffe
a dangerous crocodile, orange
[f] elephant
photo, photographer, Phil, elephant
[aυ] mouth, brown
brown, cow, mouth, mouse, house
zzPlay the audio again and get Ps to point to the words
in their PBs according to what the speaker says.
zzWalk around the classroom and check whether Ps
need help.
PRACTICE
PB p.68, t.2
zzHold up your PB and point to exercise 2.
zzTell Ps that they are going to read the words.
zzPlay PB Audio (track Unit-5-Les_6-1) making pauses
for Ps to repeat each word.
Unit 5
Script
[dʒ] Gira, giraffe
a dangerous crocodile, orange
[f] elephant
photo, photographer, Phil, elephant
[aυ] mouth, brown
brown, cow, mouth, mouse, house
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to read the words in turn.
PB p.68, t.3
zzHold up your PB and point to exercise 3.
zzTell Ps that they should copy the words with the new
phonics into their exercise books.
zzGet Ps to open their exercise books and copy the
words: ‘Gira’, ‘giraffe’, ‘a dangerous crocodile’, ‘orange’,
‘elephant’, ‘photo’, ‘photographer’, ‘Phil’, ‘mouth’,
‘brown’, ‘cow’, ‘mouse’ and ‘house’.
PB p.68, t.4, 5
zzHold up your PB and point to the green section
(exercise 4).
zzTell Ps that they are going to listen to an audio and
read the text.
zzPlay PB Audio (track Unit-5-Les_6-4).
zzWhile listening to the audio, hold up your PB and point
to each word according to what the speaker says.
Script
ZOO PHOTOS
This is Gira, the giraffe. It is orange and brown.
Gira has got four long legs and a long neck. It likes
green trees.
That is Phil, the elephant. It is very big. It has got
big ears and a long nose. Phil has got four legs and
one tail.
zzPlay the audio again making pauses for Ps to repeat
each line.
zzUse the cup with the name sticks (see Starter-Lesson 4)
to ask Ps to read the text one by one (you can also
divide the text into parts and ask Ps to read the parts).
AB p.57, t.1
zzGet Ps to open their ABs on page 57.
zzExplain to Ps that they are going to complete the
words according to the pictures.
zzLet Ps do the task on their own. You walk around the
classroom and check whether Ps need help.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to name each word one by one.
19 Unit 5
 ENDING
AB p.57, t.2
zzGet Ps to open their ABs on page 57.
zzExplain to Ps that they are going to fill in the sentences
with the words written in the white squares.
zzPay Ps’ attention to the picture in exercise 2. Explain
to Ps that the text describes the picture.
zzHold up your AB and point to the first sentence. Ask
a P to read it aloud (‘This is Gira, the …’).
zzPoint to a giraffe in the picture to prompt the P.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to read and fill in the sentences
one by one.
HPB pp.18-19
zzAsk Ps to open their HPBs on pages 18-19.
zzExplain to Ps that they are going to trace and write
some words and sentences.
zzAsk Ps to start tracing with the word ‘orange’ and
finish with the sentence ‘A mouse is in a house.’
LESSON 7
OBJECTIVES:
zz to introduce the structures ‘How many …
can you see?’, ‘I can see … .’, ‘Can it …?’, ‘Yes,
it can./No, it can’t.’, ‘Has it got …?’, ‘Yes, it
has./No, it hasn’t.’
zzto review the structures ‘Is it …?’, ‘Yes, it is./
No, it isn’t.’
zzto practise speaking
zzto practise the vocabulary of animals
STRUCTURE:
How many … can you see?, I can see … ., Can
it …?, Yes, it can./No, it can’t., Has it got …?,
Yes, it has./No, it hasn’t.
MATERIALS:
PB, AB, flashcards # 67-81, cup with the
name sticks (see Starter-Lesson 4), pencils of
different colours or crayons
OUTCOMES:
By the end of the lesson Ps will be able to ask
and answer questions about animals. They
will also be able to use the new structures in
sentences.
Unit 5
WARM-UP
Play with a Balloon
zzExplain to Ps that they are going to play with a
balloon.
zzThrow the balloon into the middle of the class and
everyone has to keep it from touching the ground.
zzTell a P to name an animal and toss the balloon to
the other P, e.g. P1 tosses the balloon and says, ‘a
hippo’, P2, who catches the balloon, tosses it and
says, ‘a giraffe’ and so on.
PRESENTATION
What’s Missing?
zzGet Ps to sit in a circle.
zzPut flashcards # 67-81 on the floor. Tell Ps to
remember the flashcards.
zzExplain to Ps that they should close their eyes and
you will remove one flashcard at a time and they
should guess which part of the body is missing.
PRACTICE
PB p.69, t.1
zzGet Ps to open their PBs on page 69.
zzPay their attention to the picture in exercise 1.
zzTell Ps that they are going to work in pairs and ask
and answer questions.
zzHold up your PB, point to the word clouds and read
them aloud (‘How many … can you see?’, ‘I can see … .’).
zzGet Ps to repeat the phrases after you several times.
zzExplain to Ps the meaning of these structures and
tell Ps that they are going to use them while working
in pairs.
zzCome up to a P and ask him/her, e.g. ‘How many
elephants can you see?’. Let the P count the elephants
in the picture on page 69 and answer the question
saying, ‘I can see two elephants.’
zzUse the cup with the name sticks (see Starter-
Lesson 4) to divide Ps into pairs.
zzLet Ps work in pairs and ask and answer questions
on their own.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to invite several pairs to come to the front
of the classroom and act out their dialogues in turn.
AB p.58, t.1
zzGet Ps to open their ABs on page 58. Tell Ps to prepare
their pens and pencils of different colours or crayons.
zzHold up your AB and point to exercise 1.
20 Unit 5
zzExplain to Ps that they are going to count animals,
write numbers in the blank squares and then colour
the picture.
zzHold up your AB, point to the first word and read it
aloud (‘lions’).
zzLet Ps count all lions in the picture and call out the
amount of them (three). Get Ps to write number
three near the word ‘lions’.
zzLet Ps do the task on their own.
zzWalk around the classroom and check whether Ps
need help.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to say the amount of the animals.
PB p.69, t.2
zzGet Ps to open their PBs on page 69.
zzPay their attention to the picture in exercise 1.
zzTell Ps that they are going to play a guessing game.
zzHold up your PB, point to the word clouds and read
them aloud (‘Has it got a tail?’, ‘Yes, it has.’ …).
zzExplain to Ps that they are going to ask and answer
similar questions in pairs to guess animals.
zzFor example, P1 thinks of an animal, P2 asks P1
some questions to guess the animal he/she thinks
about and vice versa.
zzP2 asks, ‘Has it got a long nose?’, P1 answers, ‘Yes, it
has.’, P2 asks, ‘Is it an elephant?’, P1 says, ‘Yes, it is.’
and vice versa.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to divide Ps into pairs.
zzLet Ps work in pairs and ask and answer questions
on their own.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to invite several pairs to come to the front
of the classroom and act out their dialogues in turn.
ENDING
AB p.58, t.2
zzGet Ps to open their ABs on page 58.
zzExplain to Ps that they are going to find names of
animals and circle them.
zzHold up your AB and point to the example (‘lions’).
zzLet Ps do the exercise on their own.
zzWalk around the classroom and check whether Ps
need help.
zzUse the cup with the name sticks (see Starter-
Lesson  4) to ask several Ps to demonstrate words
they’ve circled.
Unit 5
LESSON 8 Story Time
OBJECTIVES:
zzto introduce new vocabulary
zzto introduce the structures ‘What other
animals live in Africa?’, ‘We must be careful.’
zzto practise the vocabulary of animals
zzto develop Ps’ listening and speaking skills
VOCABULARY:
coconut, careful
STRUCTURE:
What other animals live in Africa? We must be
careful.
MATERIALS:
PB, PB Audio, AB, MP, flashcards # 50-59,
flashcards of numbers 1-10, poster # 14, cup
with the name sticks (see Starter-Lesson 4),
long ball of twine/wool
OUTCOMES:
By the end of the lesson Ps will be able to
follow and understand the order of the story.
They will be able to retell the story.
WARM-UP
zzExplain to Ps that they are going to play a game.
zzGet Ps to sit in a circle.
zzGive a long ball of twine/wool to a P.
zzWhile holding the end of it, the first P says a name
of an animal and tosses the twine to someone else
across the circle who holds on to the string and
repeats.
zzYou then retrieve the string by reversing the path it
took and each P says their word passing it to each
other.
PRESENTATION
zzTake flashcards # 50-59 and flashcards of numbers
1-10 and start showing them to Ps one by one
asking, e.g. ‘Is it eleven?’.
zzShow, for example, the flashcard with number
twelve and ask, ‘Is it twenty?’.
zzEncourage Ps to answer, ‘No, it isn’t. It is twelve.’
zzHand out the flashcards and get Ps to have small
dialogues.
21 Unit 5

PRACTICE
PB p.70, t.1,2
zzStick poster # 14 to the blackboard.
zzPoint to it and remind Ps the story from the previous
unit.
zzRemind Ps that dad in this family has got a new job
in Africa. Tell Ps that they are going to listen to the
continuation of the story.
zzGet Ps to listen to an audio.
zzPlay PB Audio (track Unit-5-Les_8-1-Story Time) and
get Ps to listen.
zzWhile listening to the audio, point to each picture
and character on the poster according to the speaker.
OR
Play MP (Unit-5-Story-1).
Script
Luke: Look Tracy! Coconuts and
monkeys.
Tracy: Monkeys are funny. Are they dangerous?
Luke: I don’t know. Maybe.
Tracy: What other animals live in Africa?
Luke: Let’s see: parrots, crocodiles, zebras,
elephants, lions, giraffes and snakes. A
lot of snakes.
Tracy: I’m scared. Snakes are dangerous.
Luke: Yes, we must be careful.
zzGet Ps to open their PBs on page 70.
zzTell Ps that they are going to listen to the audio
again and repeat the dialogue.
zzPlay the audio again making pauses and get Ps to
repeat each phrase. Do it twice.
zzHold up your PB and pay Ps’ attention to the word
clouds.
zzTell Ps that they are going to read the lines.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to divide your class into pairs, according to
the number of characters we have in the dialogue.
zzTell Ps that they are going to read the dialogue in
roles.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask pairs to read the dialogue in turn.
PB p. 70, t.3
zzInvite several Ps to come to poster # 14 and say the
dialogue in roles pointing to each character and
picture. (You can also use the cup with the name
sticks (see Starter-Lesson 4) to invite Ps to come up
to the poster).
Unit 5
PB p.70, t.4
zzDivide your class into pairs, according to the number
of characters we have in the dialogue.
zzTell Ps that they are going to have a role play.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to choose which part each P is going to play.
zzLet Ps practise the dialogue on their own. Then ask
several groups to come up to the front of the
classroom and role play their dialogues.
ENDING
AB p.59, t.1
zzGet Ps to open their ABs on page 59.
zzExplain to Ps that they are going to number the
pictures in the right order.
zzFold the poster and play PB Audio (track Unit-5-
Les_8-1-Story Time).
zzTell Ps to think and number the pictures in the
sequence of the story.
zzWalk around the classroom and check whether Ps
have numbered the pictures correctly.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to invite Ps to come up to the blackboard
and say the right order of the story.
LESSON 9
Into Your Portfolio
OBJECTIVES:
zzto introduce the structure ‘Its name is …’
zzto practise the structures ‘I’ve got …’, ‘It has
got …’
zzto practise the vocabulary of parts of the
body
zzto develop Ps’ motor skills and speaking
skills
STRUCTURE:
Its name is …
MATERIALS:
PB, AB, PB Audio, AB Audio, flashcards # 67-
82, cup with the name sticks (see Starter-
Lesson 4), pencils of different colours or
crayons, sheets of paper, paper stickers
OUTCOMES:
By the end of the lesson Ps will be able to
describe a monster.
22 Unit 5
 zzPlay the audio again making pauses for Ps to repeat
WARM-UP each phrase.
zzWrite words that Ps can read on the blackboard (use zzPlay the audio again and get Ps to sing along.
the vocabulary of parts of the body) and cover some PB p.71, t.2
letters with paper stickers. zzExplain to Ps that they are going to read the ‘Monster
zzExplain to Ps that they should guess the letters to Rap’.
find out what the words are. zzGet Ps to open their PBs on page 71.
zzUse the cup with the name sticks (see Starter- zzUse the cup with the name sticks (see Starter-
Lesson 4) to divide Ps into teams. Lesson 4) to ask Ps to read the text in turn (you can
zzHand out sheets of paper and tell Ps to write the also ask Ps to read the text line by line pointing to
correct words on the sheets of paper. their parts of the body according to the text).
zzThe team that first writes all the words correctly PB p.71, t.3
wins the game. zzTell Ps that they are going to draw a monster.
zzHand out sheets of paper and ask Ps to take their
PRESENTATION pencils of different colours or crayons and draw the
monster the way they like.
zzExplain to Ps that this lesson and the next one are zzWalk around the classroom and check whether Ps
called ‘Into Your Portfolio’. need help.
zzTell Ps that the crafts they make during such lessons PB p.71, t.4
will be stored in the classroom. zzTell Ps that they are going to demonstrate their
zzTake flashcard # 82 and show it to Ps. Get Ps to repeat monsters and tell some information about them
the word after you several times. using the structures as in the example.
zzTake flashcards # 67-81 and start showing them to Ps zzHold up your PB and point to exercise 4. Read the
one by one asking, e.g. ‘Is it a leg?’. example aloud pointing to it.
zzShow, for example, the flashcard of a tail and ask, ‘Is zzThen point to the picture of a blue monster in
it a neck?’. exercise 4 and describe it using the text in the
zzEncourage Ps to answer, ‘No, it isn’t. It is a tail.’ example, e.g. ‘This is my monster. Its name is Ron. It
has got four arms and six ears. It is very nice.’
PRACTICE zzUse the cup with the name sticks (see Starter-
PB p.71, t.1 Lesson  4) to ask Ps to come up to the blackboard
zzGet Ps to open their PBs on page 71. and describe their monsters in turn.
zzPay their attention to the picture of monster in
exercise 1. ENDING
zzPoint to it and tell Ps that they are going to listen to AB p.60, t.1
and sing a song about him. zzGet Ps to open their ABs on page 60.
zzPlay PB Audio (track Unit-5-Les_9-10-- zzExplain to Ps that they are going to listen to an audio
IntoYourPortfolio). and draw a monster the speaker will talk about.
zzWhile listening to the audio, hold up your PB and Play AB Audio (track Engl_2_kl-Робочий зошит-
point to the text of the song according to what the Unit5-Les9-10_Page60_Ex-1) making pauses for Ps
speaker says. to draw their pictures.
OR
Script
Play MP (Unit-5-Songs_and_Chants-4). This is my monster.
Script Its name is Green.
Monster Rap It has got a long body.
I’ve got six long fingers. It has got six legs and three hands.
I’ve got nine short toes, It has got two heads.
I’ve got three eyes, It has got one tail.
I’ve got four ears It has got three eyes and one red nose.
And just one green nose. It is very funny.

Unit 5 23 Unit 5
zzThen use the cup with the name sticks (see Starter-
Lesson 4) to ask several Ps to come up to the front of
the classroom and demonstrate their drawings.
LESSON 10
Into Your Portfolio
OBJECTIVES:
zzto practise the structures ‘Its name is …’, ‘It
has got …’
zzto develop Ps’ motor skills, speaking and
writing skills
MATERIALS:
PB, cup with the name sticks (see Starter-
Lesson 4), pictures of monsters that Ps
have drawn at the previous lesson, football
ball, empty toilet paper (or paper towel)
rolls, coloured paper (or paint), eye stickers,
ribbons, stickers, scissors, glue, permanent
marker
OUTCOMES:
By the end of the lesson Ps will be able to
describe an animal.
WARM-UP
Tunnels
zzDivide Ps into two teams.
zzChildren pair up and each pair chooses a different
animal.
zzThey then stand opposite each other in two lines
(similar to line dancing) and make a tunnel with
their hands.
zzYou name an animal randomly. Once a pair’s animal
has been called, they run through the tunnel, then
race back round the outside to their original places.
PRESENTATION
PB p.71, t.4
zzRemind Ps that this lesson is called ‘Into Your
Portfolio’, the same as the previous one.
zzTell Ps that crafts they make during such lessons
will be stored in the classroom.
zzRemind Ps what they’ve drawn and made during the
previous lesson.
zzGet Ps to open their PBs on page 71.
Unit 5
zzHold up your PB and point to exercise 4.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask several Ps to demonstrate monsters
they’ve drawn at the previous lesson.
zzAsk several Ps to say something about their pictures.
Encourage Ps to use phrases, e.g. ‘This is my monster.
Its name is … It has got …’ .
PRACTICE
PB p.71, t.5
zzGet Ps to open their PBs on page 71.
zzPay their attention to exercise 5.
zzPoint to the instructions and tell Ps that they are
going to make an animal.
zzAsk Ps to take their empty toilet paper (or paper
towel) rolls, coloured paper (or paint), eye stickers,
scissors, glue, markers and so on.
zzYou can also tell Ps to bring some ribbons or stickers
to decorate their crafts.
zzHold up your PB and point to the instructions that
are illustrated with pictures and explain to Ps how
to make an animal.
zzLet Ps use their imagination and make their crafts
the way they like.
PB p.71, t.6
zzTell Ps that they are going to demonstrate animals
they’ve made and say something about them using
structures, e.g. ‘This is my lion/zebra… Its name is …
It has got …’
zzHold up your PB, point to the picture of a lion in
exercise 5 and describe it using the text, e.g. ‘This is
my lion. Its name is Ben. It has got four legs, two eyes,
one tail, one nose and one mouth. It is very nice.’
zzUse the cup with the name sticks (see Starter-
Lesson  4) to ask Ps to come up to the blackboard,
demonstrate their animals and describe them in
turn.
PB p.71, t.7
zzTell Ps that they should write the descriptions of
their animals in their exercise books.
zzGet Ps to open their exercise books and start writing.
zzWalk around the classroom and check whether Ps
need your help.
ENDING
Catch the Ball
zzBefore the lesson, write sentences, e.g. ‘I have got 2
arms’, ‘I have got 1 head’, etc. on the white parts of a
24 Unit 5
 football ball using a permanent marker.
zzToss the ball to a P and ask him/her to read the
sentence from the part of the ball where his/her
right thumb is on.
zzAfter the P has read the sentence, ask him/her to
point to the part of the body he/she has read about.
zzFor example, the P has read the sentence, e.g. ‘I have
got 2 legs’, so the P should point to his/her legs.
zzRepeat the procedure with other Ps.
LESSON 11 Revision
OBJECTIVES:
zzto review the language of the unit
zzto reflect on Ps’ learning
RECYCLED LANGUAGE:
Animals, parts of the body, adjectives to
describe animals, characters and people,
phonics ‘g’, ‘ee’, ‘th’, ‘ph’, ‘ou’ and ‘ow’,
structures ‘in the jungle’, ‘It has got …’, ‘They
have got …’, ‘How many … have you got?’,
‘How many … can you see?’, ‘I can see …’, ‘Has
it got …?’, Can it …?’
MATERIALS:
PB, PB Audio, AB, MP, cup with the name
sticks (see Starter-Lesson 4)
OUTCOMES:
By the end of the lesson Ps will be able to
identify the vocabulary of parts of the body and
animals. They will also be able to identify the
learned phonics.
WARM-UP
MP Unit 5. Words, 1
zzExplain to Ps that they are going to play a game.
zzTell Ps that they should find a match for each word
on the interactive multimedia board.
zzIn this game you have 5 layouts, so you can divide
your class into 5 teams and let each team one by
one do the exercise.
zzPlay MP (Unit-5-Words-1).
zzUse the cup with the name sticks (see Starter-
Lesson 4) to choose a team which will play the game
first and so on.
zzYou can time each team and afterwards choose the
winners or you can play this game for fun and
revision.
Unit 5
PRESENTATION
MP Unit 5. Words, 2
zzExplain to Ps that they are going to play a game in
which they should click on monkey’s parts of the
body or things in the picture.
zzPlay MP (Unit-5-Words-2).
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to come to the multimedia board
one by one and click on monkey’s parts of the body
or things which the speaker is naming.
Script
Click on the ear.
Click on the nose. Click on the eye.
Click on the leg. Click on the arm.
Click on the tail. Click on the head.
Click on the mouth. Click on the tree.
Click on the neck. Click on the jungle.
PRACTICE
PB p. 72, t.1
zzGet Ps to open their PBs on page 72.
zzHold up your PB and point to the pictures of three
monsters in exercise 1.
zzExplain to Ps that they are going to listen to an
audio and find Jessica’s monster according to the
audio.
zzPlay PB Audio (track Unit-5-Les_11-12-Revision) and
get Ps to look at the pictures and search for the
corresponding monster.
Script
Ms Lemmon: Is this your monster, Jessica?
Jessica: No, Ms Lemmon. My monster has got
long hair, four blue eyes, one nose, a long
neck, six arms and two short legs.
Ms Lemmon: Oh, now I know! This is your monster.
Jessica: Yes, that’s my monster, Ms Lemmon.
Ms Lemmon: Well done, Jessica!
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask a P to hold up his/her PB and point
to the correct monster.
AB p.61, t.1
zzGet Ps to open their ABs on page 61.
zzHold up your AB and point to exercise 1.
zzExplain to Ps that they are going to look at pictures
and circle the corresponding words next to them.
zzHold up your AB and point to the first picture. Ask a
P to name what is depicted in it (shoulders).
25 Unit 5
zzAsk the P to read two words next to the picture
(‘shoulders’, ‘legs’) and choose the appropriate word
(‘shoulders’).
zzLet Ps do the exercise on their own.
zzWalk around the classroom and check whether Ps
need help.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to name each picture in turn.
AB p.61, t.2
zzHold up your AB and point to exercise 2.
zzExplain to Ps that they are going to fill in the blank
lines to finish the sentences.
zzPoint to the first sentence and read it aloud (‘I’ve got
one …’).
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask a P to say what single part of the
body he/she has.
zzLet Ps do the exercise on their own.
zzWalk around the classroom and check whether Ps
need help.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to read the sentences in turn.
MP Unit 5. Games, 1
zzExplain to Ps that they are going to play a game in
which they should listen to the speaker, then read
the variants and choose the correct variant according
to what the speaker says.
zzPlay MP (Unit-5-Games-1).
Script
three, tree, giraffe, photo, brown.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to come to the multimedia board
one by one and choose the correct variants.
ENDING
MP Unit 5. Phonics and Reading, 1
zzExplain to Ps that they are going to play a game in
which they should move letters to the empty squares
to make words that are depicted in the pictures.
zzPlay MP (Unit-5-Phonics_and_Reading-1).
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to come to the multimedia board
one by one and make words.
Unit 5
LESSON 12 Revision
OBJECTIVES:
zzto review the language of the unit
zzto reflect on Ps’ learning
RECYCLED LANGUAGE:
Animals, parts of the body, adjectives to
describe animals, characters and people,
phonics ‘g’, ‘ee’, ‘th’, ‘ph’, ‘ou’ and ‘ow’,
structures ‘in the jungle’, ‘It has got …’, ‘They
have got …’, ‘How many … have you got?’,
‘How many … can you see?’, ‘I can see …’, ‘Has
it got …?’, Can it …?’
MATERIALS:
PB, MP, cup with the name sticks (see Starter-
Lesson 4)
OUTCOMES:
By the end of the lesson Ps will be able to
identify the vocabulary of parts of the body and
animals. They will also be able to identify the
learned phonics.
WARM-UP
MP Unit 5. Games, 2, Part 1
zzExplain to Ps that they are going to play a game in
which they should match the audio to the picture.
zzTell Ps that they are going to click on the audio signs
and listen to the words, then click on the appropriate
tick that corresponds to the picture.
zzPlay MP (Unit-5-Games-2-Part_1).
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to come to the multimedia board
one by one and do the exercise.
PRESENTATION
MP Unit 5. Phonics and Reading, 2
zzExplain to Ps that they are going to play another
game in which they should move the letters to the
empty squares to make words that the speaker says.
zzPlay MP (Unit-5-Phonics_and_Reading-2).
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to come to the multimedia board
one by one and make words.
26 Unit 5
 answers the question saying, ‘I can see two long
PRACTICE tails. They are the snake’s tail and the monkey’s tail.’
PB p. 72, t.2 and so on.
zzGet Ps to open their PBs on page 72. zzUse the cup with the name sticks (see Starter-
zzHold up your PB and point to exercise 2. Lesson 4) to divide Ps into pairs.
zzTell Ps that they are going to read the text. zzLet Ps work in pairs and ask and answer questions.
zzUse the cup with the name sticks (see Starter- zzWalk around the classroom and check whether Ps
Lesson 4) to ask Ps to read the text in turn (you can need help.
ask Ps to read it line by line). zzAsk several pairs to come to the front of the
zzAsk Ps to guess what animal the text describes classroom and act out their dialogues in turn.
(giraffe). Let Ps say it in chorus.
PB p. 72, t.3 ENDING
zzHold up your PB and point to exercise 3. MP Unit 5. Games, 2, Part 2
zzTell Ps that they are going to write a similar text to zzExplain to Ps that they are going to play a game in
that in exercise 2. which they should finish sentences or dialogues.
zzExplain to Ps that they should choose an animal and zzTell Ps that they are going to listen to the speaker
write the description of it using some templates. first.
zzPoint to the templates in exercise 3 and read them zzThen they should click on the audio signs and listen
aloud (‘it is … It has got …’…). to the words or sentences and after that click on the
zzGet Ps to open their exercise books and write the appropriate tick to finish the sentence or dialogue.
descriptions of animals they’ve chosen. zzPlay MP (Unit-5-Games-2-Part_2).
zzUse the cup with the name sticks (see Starter- zzUse the cup with the name sticks (see Starter-
Lesson 4) to divide Ps into pairs. Lesson 4) to ask Ps to come to the multimedia board
zzLet Ps work in pairs, read their descriptions to each one by one and do the exercise.
other and guess their animals.
zzWalk around the classroom and check whether Ps
need help.
zzAsk several pairs to come to the front of the
classroom and read their descriptions.
PB p. 73, t.4
zzHold up your PB and point to exercise 4.
zzTell Ps that they are going to ask and answer
questions about the pictures on page 73.
zzPoint to the word clouds and read them aloud (‘How
many … can you see?’, ‘I can see …’).
zzTell Ps that they should use these two structures to
ask and answer questions in pairs.
zzThen point to the words written in columns
(‘dangerous, big …’).
zzExplain to Ps that they should use these words in
their questions and answers.
zzFor example, P1 asks P2 the question ‘How many
dangerous animals can you see?’. P2 looks at the
pictures on page 73 and counts dangerous animals.
P2 answers P1’s question saying, ‘I can see three
dangerous animals: a snake, a crocodile and a lion.’
zzThen P2 can ask P1 the question ‘How many long
tails can you see?’. P1 looks at the pictures on page
73 and counts the pictures with long tails. P1

Unit 5 27 Unit 5
UNIT 6 DOING THINGS
LESSON 1
OBJECTIVES:
zzto introduce and practise new vocabulary
zzto develop Ps’ abilities to follow commands
zzto introduce and practise the structure
‘This is the way I …’
VOCABULARY:
Bed, bathroom, face, clothes,
schoolbag, silly
STRUCTURE:
It’s late; Wash your/my face; Clean
your/my teeth; Put on your/my
clothes; This is the way I …
MATERIALS:
PB, AB, PB Audio, MP, poster # 15, flashcards
# 83-85, 89-91, 93, pencils of different colours
or crayons, cup with the name sticks (see
Starter-Lesson 4), football ball, permanent
marker
OUTCOMES:
By the end of the lesson Ps will be able to
identify new vocabulary and commands. They
will also be able to talk about their daily
routine using the structure ‘This is the way I …’.
WARM-UP
Catch the Ball
zzBefore the lesson, write some commands that Ps can
read (e.g. Open your eyes; Take your bag, etc.) on the
white parts of a football ball using a permanent
marker.
zzToss the ball to a P and ask him/her to read the word
or sentence from the part of the ball where his/her
right thumb is on.
zzYou can ask Ps to toss the ball to each other standing
in a circle.
PRESENTATION
zzTake flashcards # 89-91, 93 and start showing them
to Ps one by one.
zzName each flashcard and get Ps to repeat each
phrase after you several times.
zzExplain to Ps the meaning of these phrases. Then,
Unit 6
tell Ps the difference between ‘go to school’ and ‘run
to school’ (when you’re late).
PB p. 74, t.1
zzStick poster # 15 to the board and and pay Ps’
attention to it.
zzAsk Ps what they see in the pictures. Encourage Ps to
speak.
zzPoint to a child on the poster and say that this is a
pupil who is late for school. Explain to Ps the
meaning of the word ‘late’. Kindly remind Ps that
they shouldn’t be late for school.
zzPoint to poster # 15 and tell Ps that they are going to
listen to an audio and find out about a pupil’s
morning.
zzPlay PB Audio (track Unit-6-Les_1-1).
zzWhile listening to the audio, point to each picture
on poster # 15 according to the speaker.
Script
You’re in bed.
Open your eyes. Put on your clothes.
Oh, no! It’s late. Take your schoolbag.
Run to the bathroom. Run to school.
Wash your face. Stop. Open your bag.
Clean your teeth. No books. Silly you!
zzGet Ps to open their PBs on page 74.
zzHold up your PB and point to the pictures in exercise 1.
zzExplain to Ps that you are going to play the audio
again and they should point to each picture
according to the speaker in their PBs.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to invite a P to come up to poster # 15 and
do the same thing.
zzPlay the audio again (PB Audio (track Unit-6-Les_1-1)
and let the P who is standing next to the poster
point to the pictures on the poster and the rest of
the Ps point to them in their PBs.
zzExplain to Ps the meaning of the word ‘silly’.
PRACTICE
PB p. 74, t.2
zzTell Ps that they are going to listen to the audio
again, but this time they should mime each line.
zzPlay PB Audio (track Unit-6-Les_1-1) and mime to the
audio together with Ps.
zzYou can also ask several volunteers to come up to
poster # 15 and mime to the audio.
PB p. 74, t.3
zzGet Ps to open their PBs on page 74.
28 Unit 6
zzHold up your PB and point to the pictures of the
This is the way I put on my clothes,
exercise.
Put on my clothes, put on my clothes.
zzTell Ps that you will randomly name each picture so
This is the way I put on my clothes
they should listen to you and repeat each line after Every day in the morning.
you several times.
zzEncourage Ps to mime what they say. This is the way I go to school,
PB p. 75, t.4 I go to school, I go to school.
zzHold up your PB and point to exercise 4. This is the way I go to school
zzExplain to Ps that they are going to learn some new Every day in the morning.
words.
zzPlay PB Audio (track Unit-6-Les_1-4) and show zzPlay the audio again, making pauses for Ps to sing
flashcards # 83-85 according to the speaker. along.
Script
ENDING
Bathroom, face, clothes.
AB p.62, t.2
zzPlay the audio again, making pauses for Ps to repeat zzGet Ps to open their ABs on page 62. Tell Ps to
each word. Do it several times. prepare their pens and pencils of different colours
AB p. 62, t.1 or crayons.
zzAsk Ps to open their ABs on page 62 and take their zzHold up your AB and point to exercise 2.
pens. zzExplain to Ps that they are going to complete the
zzHold up your AB and point to the words in white sentences according to the pictures and then colour
squares. Read them aloud. While reading, point to the pictures.
each word accordingly. zzExplain to Ps that each sentence describes a picture
zzExplain to Ps that they should write the appropriate next to it.
word in the empty line next to the picture. zzLet Ps do the task on their own. Walk around the
zzLet Ps do the task on their own. Walk around the classroom and check whether Ps need help.
classroom and check whether Ps need help. zzUse the cup with the name sticks (see Starter-
PB p.75, t.5 Lesson 4) to ask Ps to read the sentences in turn.
zzGet Ps to open their PBs on page 75. zzLet Ps take their pencils of different colours or
zzTell Ps that they are going to listen to an audio and crayons and colour the pictures.
sing a song.
zzHold up your PB and point to exercise 5.
zzPlay PB Audio (track Unit-6-Les_1-5) and point to the
pictures in exercise 5 according to what the speaker
says.
OR
Play MP (Unit-6-Songs and Chants-1).
Script
This is the way I wash my face,
Wash my face, wash my face.
This is the way I wash my face
Every day in the morning.

This is the way I clean my teeth,

Clean my teeth, clean my teeth,
This is the way I clean my teeth
Every day in the morning.

Unit 6 29 Unit 6
 LESSON 2
OBJECTIVES:
zzto review the structure ‘It’s … o’clock’
zzto introduce the days of the week
zzto introduce the structures ‘Wake up’, ‘Get
up’, ‘Have lunch’, ‘I have to catch the bus!’
VOCABULARY:
Catch, bus, Monday, Tuesday, Wednesday,
Thursday, Friday, Saturday, Sunday.
STRUCTURE:
Wake up; Get up; Have lunch; I have to catch
the bus!
MATERIALS:
PB, AB, PB Audio, MP, flashcards # 87, 88,
95, 98, cup with the name sticks (see Starter-
Lesson 4), paper stickers, hula hoop, sheets of
paper
OUTCOMES:
By the end of the lesson Ps will be able to
identify the days of the week. They will also
be able to use the new words and structures
in sentences.
WARM-UP
zzBefore the lesson, write numbers from 1 to 12 on
paper stickers and stick those stickers to a hula
hoop imitating the clock.
zzTell Ps that they are going to play a game.
zzTake the hula hoop and tell Ps to imagine that it is a
clock, and your arms are the arrows of this ‘clock’.
zzTake the hula hoop so that the numbers face Ps and
put, for example, your left hand on the hula hoop
near number four and put your right hand near
number twelve. Ask Ps, ‘What’s the time, please?’
zzLet Ps answer the question in chorus (‘It’s four
o’clock’).
zzRepeat the procedure several times but with
different time.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask a P to come up to the front of the
classroom.
zzGive him/her the hula hoop and ask the P to show
the time using his/her hands. Let Ps say the time in
chorus.
zzYou can invite as many Ps as you want to show the
time in turn.
Unit 6
PRESENTATION
zzTake flashcards # 87, 88, 95, 98 and start showing
them to Ps one by one.
zzName each flashcard and encourage Ps to repeat
each phrase after you several times.
zzExplain the meaning of these phrases to Ps. Tell
them that they go to bed when it’s late. Then they
wake up in the morning, and so forth.
PB p. 76, t.1
zzGet Ps to open their PBs on page 76.
zzHold up your PB and point to exercise 1.
zzAsk Ps what they see in the pictures. Encourage
them to speak.
zzExplain to Ps that they are going to listen to an
audio and learn some new words.
zzPlay PB Audio (track Unit-6-Les_2-1).
zzWhile listening to the audio, point to each picture
according to the speaker.
Script
Wake up, get up, catch the bus, have lunch.
zzPlay the audio again, making pauses for Ps to repeat
each phrase. Do it twice.
PRACTICE
AB p. 63, t.1
zzGet Ps to open their ABs on page 63.
zzPay Ps’ attention to the pictures in exercise 1. Explain
to Ps that they are going to complete the lines
according to the pictures.
zzTell Ps to take their pens and start writing. Come up
to each P and check whether he or she needs help.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to name each phrase one by one.
PB p. 76, t.2
zzGet Ps to open their PBs on page 76.
zzHold up your PB and point to exercise 2.
zzExplain to Ps that they are going to listen to an
audio and learn some new words.
zzPlay PB Audio (track Unit-6-Les_2-2).
zzWhile listening to the audio, hold up your PB and
point to each ‘day’ according to the speaker. Do it
twice.
Script
Monday, Tuesday, Wednesday,
Thursday, Friday, Saturday, Sunday.
30 Unit 6
zzAsk Ps whether they know what these words mean. ‘What’s the time, please?’ and he/she should answer,
Explain to Ps that there are seven days of the week. ‘It’s seven o’clock’.
zzTell Ps that they are going to listen to the audio zzUse the cup with the name sticks (see Starter-
again, but this time they should point to each ‘day’ in Lesson 4) to divide Ps into pairs.
their PBs according to the speaker. zzGet Ps to work in pairs asking and answering
zzPlay the audio again and let Ps listen and point. questions.
zzWalk around the classroom and check whether Ps zzWalk around the classroom and check whether Ps
need your help. need your help.
PB p. 76, t.3
zzTell Ps that they are going to listen to an audio and ENDING
sing a song.
AB p. 63, t.2
zzHold up your PB and point to the pictures of clocks
zzGet Ps to open their ABs on page 63. Tell Ps to
and days of the week.
prepare their pens.
zzPlay PB Audio (track Unit-6-Les_2-3) and point to the
zzHold up your AB and point to exercise 2.
pictures according to the speaker.
zzExplain to Ps that they are going to find seven words,
OR
circle them and write them in the blank spaces.
Play MP (Unit-6-Songs and Chants-2).
zzHold up your AB and point to the example (‘Friday’).
Script zzLet Ps do the task on their own.
Monday morning
Wake up... get up! Thursday morning zzWalk around the classroom and check whether Ps
Seven o'clock Wake up... get up! need help.
It's seven o'clock Ten o'clock zzUse the cup with the name sticks (see Starter-
I have to catch the bus! It's ten o'clock Lesson 4) to ask Ps to name each word they’ve found.
I have to catch the bus!
Tuesday morning
Wake up... get up! Wake up... get up!
LESSON 3
Eight o'clock
It's eight o'clock Friday morning OBJECTIVES:
I have to catch the bus! Wake up... get up! zzto introduce new phonics
Eleven o'clock zzto practise the phonics Ps have learnt
Wake up... get up! It's eleven o'clock previously
I have to catch the bus! zzto practise reading
Wednesday morning
zzto introduce and practise pronouns ‘my’
Wake up... get up! Saturday morning
and ‘your’
Nine o'clock Wake up... get up!
It's nine o'clock No school today
VOCABULARY:
I have to catch the bus! I'm going to play Meat, please, my, your.
I'm going to play STRUCTURE:
... until Sunday! No school!
MATERIALS:
zzPlay the audio again making pauses for Ps to sing PB, AB, PB Audio, AB Audio, HPB, flashcards-
along. phonics # 1-28, flashcards # 96, cup with the
PB p. 76, t.4 name sticks (see Starter-Lesson 4)
zzHold up your PB and point to the pictures of the OUTCOMES:
days of the week and clocks on page 76. By the end of the lesson Ps will be able to
zzExplain to Ps that they are going to point to the identify the phonics ‘ea’ and ‘ng’ in words. They
pictures and try to describe them. will be able to pronounce and read them. They
zzAsk a volunteer to come up to the front of the will also be able to differentiate between and
classroom. use the pronouns ‘my’ and ‘your’.
zzPoint to the first picture and ask him/her, ‘What is
this?’ Let him/her answer, ‘It’s Monday’. Then ask,

Unit 6 31 Unit 6

WARM-UP
What’s Missing?
zzGet Ps to sit in a circle. Put flashcards-phonics # 17-
26 on the floor. Tell Ps to remember the flashcards.
Explain to them that they should close their eyes
and you will remove one flashcard at a time and
they should guess which flashcard is missing.
PRESENTATION
zzTake flashcards-phonics # 1-26 and put them on a
desk face down.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask several Ps to come up to the desk.
zzLet Ps one by one take a flashcard, show it to others
and read it aloud.
PB p. 77, t.1
zzGet Ps to open their PBs on page 77.
zzHold up your PB and point to exercise 1. Pay Ps’
attention to two yellow squares with the phonics ‘ea’
and ‘ng’ and the words that represent the phonics.
zzTake flashcards-phonics # 27-28 and start showing
them to Ps one by one. Name each flashcard and get
Ps to repeat each word after you several times.
zzExplain to Ps the meaning of the word ‘swing’ (use
flashcard # 96).
zzTell Ps that they are going to listen to an audio and
follow each word according to the speaker.
zzPlay PB Audio (track Unit-6-Les_3-1).
zzWhile listening to the audio, hold up your PB and
point to each phonics and word according to what
the speaker says.
Script
ea [ i:], teacher, eat
ng [ŋ], pudding, swing
zzPlay the audio again and get Ps to point to the
phonics and words in their PBs according to what
the speaker says.
zzWalk around the classroom and check whether Ps
need help.
zzPlay the audio again, making pauses for Ps to
repeat each word.
PRACTICE
PB p. 77, t.2
zzHold up your PB and point to two sections with the
words with new phonics (‘read, clean …’, ‘long, song …’).
Unit 6
zzTell Ps that they are going to listen to an audio and
read the words.
zzPlay PB Audio (track Unit-6-Les_3-2).
zzWhile listening to the audio, hold up your PB and
point to each word according to what the speaker
says.
Script
Read, clean, tea, please, eat, meat,
teacher, speak;
long, song, sing, pudding, swing, English, morning,
evening.
zzThen explain to Ps the meaning of the words ‘please’
and ‘meat’.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to read the words and phrases in
turn.
PB p. 77, t.3
zzHold up your PB and point to exercise 3.
zzTell Ps that they should copy the words with new
phonics into their exercise books.
zzGet Ps to open their exercise books and copy the
words.
zzWalk around the classroom and check whether Ps
are writing correctly.
AB p. 64, t.1
zzGet Ps to open their ABs on page 64.
zzExplain to them that they are going to listen to an
audio, then read the words and circle the correct
word and picture.
zzPlay AB Audio (track Engl_2_kl-Робочий зошит-
Unit6-Les3_Page64_Ex-1) and let Ps circle the first
line.
zzWalk around the classroom and check whether Ps
have understood the task.
zzPlay the audio, making pauses for Ps to circle the
correct variants.
Script
Meat, tea, eat, read, teacher, sing,
morning, pudding.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to come up to the front of the
classroom and read their variants aloud.
PB p. 77, t.4,5
zzHold up your PB and point to the sections where the
pronouns are written (‘I – my’, ‘you - your).
zzExplain to Ps the difference between ‘my’ and ‘your’.
zzFor example, take your pen and say ‘my pen’. Come
up to a P and ask him/her to take his/her pen. Point
32 Unit 6
 to it and say, ‘your pen’. Show Ps some more examples
making the appropriate gesture.
zzHold up your PB and point to the text in the green
section (exercise 4).
zzTell Ps that they are going to listen to an audio and
read the text.
zzPlay PB Audio (track Unit-6-Les_3-4).
zzWhile listening to the audio, hold up your PB and
point to each word according to the speaker.
Script
I – my, you – your.
It is Sunday today. No school!
Wake up! Sing your morning song. Get up! Clean
your teeth. Eat your pudding. Drink your tea. Read
your book. Swim in the pool. It’s cool. Hooray!
zzPlay the audio again, making pauses for Ps to repeat
each line. Do it twice.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to read the text one by one (you
can divide the text into parts and ask Ps to read the
parts).
PB p. 77, t.6
zzGet Ps to open their PBs on page 77 and ask them to
take their pens.
zzHold up your PB and point to two columns in
exercise 6.
zzTell Ps that they should copy them into their exercise
books. Explain to them that they are going to fill in
the empty spaces with the pronouns ‘my’ or ‘your’.
zzGet Ps to open their exercise books and copy the
words.
zzWalk around the classroom and check whether they
are writing correctly.
ENDING
AB p. 64, t.2
zzGet Ps to open their ABs on page 64. Tell Ps to
prepare their pens.
zzHold up your AB and point to exercise 2.
zzExplain to Ps that they are going to fill in the
sentences with the pronouns ‘my’ or ‘your’.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to read the sentences aloud one
by one and fill in the blank spaces.
zzWalk around the classroom and check whether Ps
are writing the pronouns correctly.
HPB pp. 19-21
zzAsk Ps to open their HPBs on pages 19-21.
Unit 6
zzExplain to Ps that they are going to trace and write
some words and phrases.
zzAsk Ps to start tracing with the phrase ‘my tea’ and
finish with the sentence ‘I sing and swing’.
LESSON 4
OBJECTIVES:
zzto introduce and practise new vocabulary
zzto introduce and practise the structure ‘I’m
playing with a dog’
VOCABULARY:
Bat.
STRUCTURE:
I’m playing with a dog.
MATERIALS:
PB, AB, PB Audio, AB Audio, MP, flashcards #
99, 100, flashcards of some animals, cup with
the name sticks (see Starter-Lesson 4), pencils
of different colours or crayons.
OUTCOMES:
By the end of the lesson Ps will be able to
identify new vocabulary. They will also be able
to talk about their own actions in progress.
WARM-UP
The Mime Game
zzBefore the lesson, prepare flashcards of such
animals as dog, cat, parrot, bear, snake and fish.
zzTake the prepared flashcards and flashcard # 99 and
start showing them to Ps. Encourage Ps to name
each flashcard.
zzTake flashcard # 100 and show it to Ps. Say, ‘bat’. Get
Ps to repeat the word after you several times.
zzExplain to Ps that a bat is a small animal with two
wings. It’s like a mouse that can fly.
zzGet Ps to sit in a circle. Tell them that they are going
to play a game.
zzPut all the flashcards on a desk face down.
zzAsk a volunteer to come up to the desk and pick up
a flashcard, look at it, but do not show it to others.
zzThe P has to mime the animal he/she saw in the
flashcard and others should guess it.
zzEncourage Ps to ask, ‘Is it a ...?’ and answer ‘Yes, it is’
or ’No, it isn’t’.
zzLet Ps come up one by one and pick up flashcards
one by one and play the Mime Game.
33 Unit 6

PRESENTATION
PB p. 78, t.1
zzGet Ps to open their PBs on page 78.
zzHold up your PB and pay Ps’ attention to the pictures
of a boy and animals in exercise 1.
zzPoint to them and tell Ps that they are going to
listen to an audio and sing a song.
zzPlay PB Audio (track Unit-6-Les_4-1).
zzWhile listening to the audio, hold up your PB and
point to each line according to the speaker.
OR
Play MP (Unit-6-Songs_and_Chants-3)
Script
I'm playing with a dog,
I'm jumping like a frog. I'm sitting on the chair.
I'm walking like a cat, I'm hissing like a snake,
I'm flying like a bat. I'm cutting a big cake.
I'm swinging like a parrot, I'm swimming like a fish,
I'm eating a carrot. I'm speaking English.
I'm sleeping like a bear,
zzTell Ps that they are going to listen to the audio
again, but this time they should sing the song.
zzPlay the audio again and get Ps to sing along. Do it
twice.
PRACTICE
zzHold up your PB and pay Ps’ attention to the lines
between the first two pictures. Read the line ‘I’m
playing with a dog’ aloud. Encourage Ps to repeat it
after you several times.
zzExplain to Ps that we say e.g. ‘I’m playing’ to talk
about the action we’re doing at the moment of
speaking.
zzPoint to yourself and say, ‘I’m singing’. Pretend to be
singing into an imaginary microphone.
zzRemind Ps that ‘I’m’ is the short form of ‘I am’.
zzShow Ps some more examples. Make a gesture when
giving an example.
zzGet Ps to repeat each phrase after you several times.
PB p. 78, t.2
zzHold up your PB and pay Ps’ attention to the pictures
in exercise 1.
zzTell Ps that they are going to have a role play.
zzShow Ps where there is the first picture and show
the direction up to the last picture.
zzDemonstrate how Ps should point and name the
actions depicted.
Unit 6
zzAsk several volunteers to come up to the front of the
class with their PBs, point to the pictures and say
the lines.
zzLet Ps do the task in pairs. P1 says the line. P2 acts it
out. They take turns after every three lines.
zzWalk around the classroom and check whether Ps
need help.
AB p. 65, t.1
zzAsk Ps to open their ABs on page 65.
zzHold up your AB and point to the verbs on the left
(‘play’, ‘swim’, ‘read’, etc.) Read them aloud.
zzWrite the ending ‘-ing’ on the board. Tell Ps that they
are going to add these three letters to each verb to
make some new words and phrases.
zzHolding your AB, point to the first line (‘play –
playing’, ‘I am playing’) and read it aloud.
zzPoint to the next line (‘swim – swimming’, ‘I am’) and
ask a P to read it aloud.
Point to the ending ‘-ing’ on the board to prompt
the P.
zzIf a P says correctly, point to the empty line and get
Ps to write this word there.
zzContinue with the next sentences. Write the words
‘swimming’ and then ‘getting up’ on the board.
zzWalk around the classroom and check whether Ps
are writing correctly.
PB p. 78, t.3
zzHold up your PB and point to the pictures and the
lines that are written there.
zzAsk several volunteers to come up to the front of the
classroom.
zzYou read the lines one by one and ask Ps to mime
them. Get the class to repeat each phrase after you.
ENDING
AB p. 65, t.2
zzGet Ps to open their ABs on page 65. Tell Ps to
prepare their pencils of different colours or crayons.
zzExplain to Ps that they are going to listen to an
audio and draw themselves according to what the
speaker says.
zzPlay AB Audio (track Engl_2_kl-Робочий зошит-
Unit6-Les4_Page65_Ex-2), making pauses for Ps to
draw their pictures.
34 Unit 6
 Number 1:
Script
It is Sunday. I am playing with my dog. I am
running.
Number 2:
It is Monday. I am at school.
I am reading a book.
zzLet Ps draw their pictures.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask several Ps to come up to the front of
the classroom and demonstrate their drawings.
Teacher Says
zzTell Ps that they are going to play a game.
zzExplain to Ps that you are going to call out an action,
e.g. ‘Teacher says: I’m smiling.’ You can make the
move correctly but sometimes perform the wrong
move, e.g. ‘Teacher says: I’m running’, but you’re
smiling.
zzIf the game is kept at a steady pace, Ps will find
themselves incorrectly copying the teacher’s
movement instead of the verbal command.
zzEncourage Ps to perform the move in accordance
with the verbal command, not visual.
zzYou can also ask a volunteer to say some commands.
LESSON 5
OBJECTIVES:
zzto introduce new vocabulary
zzto introduce and practise the structure ‘He/
She is looking at photos’
zzto practise the structures ‘I’m a …’, ‘You are
a…’ and ‘I’m playing with a dog’
VOCABULARY:
Sleep, to make faces.
STRUCTURE:
He/She is looking at photos.
MATERIALS:
PB, AB, PB Audio, AB Audio, flashcards # 86,
92, 94, cup with the name sticks (see Starter-
Lesson 4), pencils of different colours or
crayons
OUTCOMES:
By the end of the lesson Ps will be able to
identify new vocabulary. They will also be able
to talk about actions in progress.
Unit 6
WARM-UP
The Broken Telephone
zzUse the cup with the name sticks (see Starter-
Lesson  4) to divide your class into two or three
teams (depending on the size of the class).
zzAsk your teams to form lines facing the board.
zzCome up to each last P in the teams and whisper the
structure, e.g. ‘I’m flying like a bat’ that Ps have learnt
previously.
zzThe task of each team is to pass the structure by
whispering from the last P in the line up to the first
one.
zzAfter the first P in the line has listened to the
structure, he/she should run to the board and write
it on the board.
zzThe first team to do the task correctly wins the
game.
PRESENTATION
zzTake flashcards # 86, 92, 94 and start showing them
to Ps one by one.
zzName each flashcard and get Ps to repeat each
phrase after you several times.
zzExplain to Ps the meaning of these phrases. You may
also mime each one.
PB p. 79, t.1
zzGet Ps to open their PBs on page 79.
zzHold up your PB and point to the pictures of a girl
and a boy.
zzAsk Ps what they see in the pictures. Encourage
them to speak.
zzPoint to the pictures again and tell Ps that they are
going to listen to an audio and find out what
children are doing.
zzPlay PB Audio (track Unit-6-Les_5-1).
zzWhile listening to the audio, hold up your PB and
point to each picture according to the speaker.
Script
She is putting her clothes on.
She is making faces.
She is looking at photos.
He is eating.
He is sleeping.
He is cleaning his teeth.
zzPlay the audio again and get Ps to point to the
pictures in their PBs according to the speaker.
zzWalk around the classroom and check whether Ps
35 Unit 6
 need help.
zzPlay the audio again, making pauses for Ps to repeat
each phrase.
PRACTICE
zzInvite a pair of Ps to come up to the front of the
class and mime that they are sleeping to others.
zzPoint to a boy and say, e.g. ‘Oleh is sleeping’ and ‘He
is sleeping’. Point to a girl and say, e.g. ‘Anna is
sleeping’ and ‘She is sleeping’.
zzExplain to Ps that we say ‘He is sleeping’ to refer to
a boy and ‘She is sleeping’ to refer to a girl.
zzRemind Ps that we say, ‘He/She is sleeping’ to talk
about the action happening now.
PB p. 79 t.2
zzHold up your PB and pay Ps’ attention to the lines
under the pictures. Read the line ‘He is sleeping’. Let
Ps repeat it after you several times.
zzExplain to Ps that they are going to read six
sentences and match them to the pictures.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to do the exercise in turn (you
can also ask Ps to do the exercise on their own and
then check their answers).
AB p. 66, t.1
zzGet Ps to open their ABs on page 66. Tell Ps to
prepare their pencils of different colours or crayons.
zzExplain to Ps that they are going to listen to an
audio and draw some pictures according to what the
speaker says.
zzPlay AB Audio (track Engl_2_kl-Робочий зошит-
Unit6-Les5_Page66_Ex-1), making pauses for Ps to
draw the pictures.
Script
1. She is sleeping.
2. He is looking at pictures.
3. She is eating.
4. He is cleaning his teeth.
5. He is putting on his clothes.
6. She is making faces.
zzLet Ps draw their pictures.
zzUse the cup with the name sticks (see Starter-Lesson
4) to ask several Ps to come up to the front of the
classroom and demonstrate their drawings.
ENDING
PB p. 79, t.3
zzTell Ps that they are going to play a game.
Unit 6
zzUse the cup with the name sticks (see Starter-
Lesson  4) to divide your class into pairs. (You can
also divide the class into two groups and then rotate
the groups).
zzP1 plays the role of a magician. P1 calls out an
animal, ‘You are a …’.
zzP2 listens to the magician and acts out the animal.
P2 says, ‘I’m a ... I am (doing what this animal can
do)’. When speaking, P2 tries to mime what he/she is
saying.
zzPs take turns after every three role-plays.
zzWalk around the class and check whether Ps need
help.
zzAsk a few pairs to come up to the front of the class
to reproduce the talk.
LESSON 6
OBJECTIVES:
zzto introduce new phonics
zzto practise phonics that Ps have learnt
previously
zzto practise reading
VOCABULARY:
Love.
STRUCTURE:
I love you.
MATERIALS:
PB, AB, PB Audio, HPB, flashcards-phonics #
1-31, cup with the name sticks (see Starter-
Lesson 4)
OUTCOMES:
By the end of the lesson Ps will be able to
identify the phonics ‘alk’, ‘all’ and ‘o’ in words.
They will be able to pronounce, read and write
them.
WARM-UP
Big Races
zzOrganise the class into two or three separate teams
(depending on the size of the class) and get them to
sit in lines facing the board. Number each P in the
team 1-10.
zzExplain to Ps that you are going to call out a number
and a P with that number from each team should
run up to the board and write a word you shout
(name the words from flashcards-phonics # 1-28 and
36 Unit 6
 show the corresponding flashcard).
zzThe team that writes the most of right words wins
the game.
PRESENTATION
zzTake flashcards-phonics # 1-28 and put them on a
desk face down.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask several Ps to come up to the desk.
zzLet Ps one by one take a flashcard, show it to others
and read it aloud.
PB p. 80, t.1
zzGet Ps to open their PBs on page 80.
zzHold up your PB and point to exercise 1. Pay Ps’
attention to three yellow squares with the phonics
(‘alk’, ‘all’ and ‘o’) and the words that represent the
phonics.
zzTake flashcards-phonics # 29-31 and start showing
them to Ps one by one. Name each flashcard and get
Ps to repeat each word after you several times.
zzTell Ps that they are going to listen to an audio and
follow each word according to the speaker.
zzPlay PB Audio (track Unit-6-Les_6-1).
zzWhile listening to the audio, hold up your PB and
point to each phonics and word according to the
speaker.
Script
alk [ɔːk] talk, walk
all [ɔːl] ball
o [ʌ] monkey
zzPlay the audio again and get Ps to point to the words
in their PBs according to the speaker.
zzWalk around the classroom and check whether Ps
need help.
zzPlay the audio again, making pauses for Ps to repeat
each word.
PRACTICE
PB p. 80, t.2
zzHold up your PB and point to two sections with the
words with the new phonics (‘small, tall …’, ‘brother,
mother …’).
zzTell Ps that they are going to listen to an audio and
read the words.
zzPlay PB Audio (track Unit-6-Les_6-2).
zzWhile listening to the audio, hold up your PB and
point to each word according to the speaker.
Unit 6
Script
Talk, walk.
Ball, small, tall, ball.
Monkey, brother, mother, love, Monday, monkey.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to read the words one by one.
PB p. 80, t.3
zzHold up your PB and point to exercise 3.
zzTell Ps that they should copy the words with the new
phonics into their exercise books.
zzGet Ps to open their exercise books and copy the
words: ‘talk’, ‘walk’, ‘ball’, ‘small’, ‘tall’ and ‘monkey’,
‘brother’, ‘mother’, ‘love’, ‘Monday’.
PB p. 80, t.4, 5
zzHold up your PB and point to the green section
(exercise 4).
zzTell Ps that they are going to listen to an audio and
read the text.
zzPlay PB Audio (track Unit-6-Les_6-4).
zzWhile listening to the audio, hold up your PB and
point to each word according to what the speaker
says.
Script
It is Monday evening. Look, this is my
family. My father is sitting. He is reading a book.
My mother is talking on the phone. My brother is
playing computer games. I am playing with my
doll.
My doll is pretty. It can walk. Listen, it is speaking,
’’I love you. I love you.’’
zzPlay the audio again, making pauses for Ps to repeat
each line.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to read the text one by one (you
can also divide the text into parts and ask Ps to read
the parts).
zzExplain to Ps that when we want to talk about our
feelings we can use the structure ‘I love you’.
AB p. 67, t.1
zzGet Ps to open their ABs on page 67. Tell them to
take their pens.
zzExplain to Ps that they are going to complete the
words according to the pictures.
zzLet Ps do the task on their own. Walk around the
classroom and check whether Ps need help.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to name each word one by one.
37 Unit 6

ENDING
AB p. 67, t.2
zzGet Ps to open their ABs on page 67.
zzExplain to Ps that they are going to complete the
words in the text.
zzHold up your AB and point to the first sentence. Ask
a P to read it aloud (‘It is M _ nday morn_ _ _’).
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to read and fill in the sentences
one by one.
HPB pp. 21-22
zzAsk Ps to open their HPBs on page 21.
zzExplain to Ps that they are going to trace and write
some words and phrases.
zzAsk Ps to start tracing with the word ‘talk’ and finish
with the sentence ‘This monkey has got a brother’.
LESSON 7
OBJECTIVES:
zzto introduce the structures ‘Is he/she
fishing?’, ‘Yes, he/she is.’ / ‘No, he/she isn’t.’
and ‘You’re kidding!’
zzto practise speaking
VOCABULARY:
To fish, phone.
STRUCTURE:
Is he/she fishing? - Yes, he/she is. / No, he/
she isn’t. You’re kidding!
MATERIALS:
PB, AB, PB Audio, flashcards # 86-98, 101-104,
cup with the name sticks (see Starter-Lesson 4)
OUTCOMES:
By the end of the lesson Ps will be able to
ask and answer questions about actions in
progress. They will also be able to use the
new structures in sentences.
WARM-UP
What am I doing?
zzPrepare flashcards # 86-98, 101, 102. Tape one
flashcard on the back of each P.
zzThen tell everyone to pretend they are at a party
and ask each other questions to find out what
everyone is doing.
zzFor example, P1 asks P2 the question, ‘Am I sleeping?’
Unit 6
P2 looks at his/her flashcard and answers, ‘Yes, you
are. / No, you are not.’ and so on.
zzWhen someone guesses what he/she is doing, the
flashcard gets taped to his/her front and he/she
continues to chat with the party guests until
everyone is wearing the flashcards on the front.
PRESENTATION
zzTake flashcards # 103, 104 and show them to Ps one
by one. Get Ps to repeat each word after you several
times.
zzTake flashcards # 86-98, 101, 102 and start showing
them to Ps one by one asking Ps, e.g. ‘Is he/she
swinging?’.
zzEncourage Ps to answer, ‘Yes, he/she is. / No, he/she
isn’t.’
zzHand out the flashcards and get Ps to have mini-
dialogues on their own.
zzWalk around the classroom and check whether Ps
need help.
PB p. 81, t.1
zzGet Ps to open their PBs on page 81.
zzHold up your PB and point to the picture in exercise
1 (family enjoying their leisure time).
zzAsk Ps what they see in the picture. Encourage them
to speak.
zzExplain to Ps that they are going to listen to an audio
and find out what everyone in the picture is doing.
zzPlay PB Audio (track Unit-6-Les_7-1).
zzWhile listening to the audio, hold up your PB and
point to each character according to the speaker.
Script
- Is dad fishing?
- Yes, he is.
- Is mum swimming?
- Yes, she is.
- Is Jane talking?
- Yes, she is.
- Is Jim walking?
- Yes, he is.
- Is Ted reading?
- You’re kidding! No, he isn’t.
- Yes, he is!
zzTell Ps that they are going to listen to the audio
again, but this time they should point to each
character in their PBs according to the speaker.
zzPlay the audio again and let Ps listen and point.
zzWalk around the classroom and check whether Ps
need your help.
38 Unit 6
 PB p. 81, t.4
PRACTICE zzGet Ps to open their PBs on page 81.
PB p. 81, t.2 zzHold up your PB and point to exercise 4.
zzExplain to Ps that they are going to listen to an zzTell Ps that they are going to make their own
audio and say the chant. dialogues similar to the dialogues they’ve heard
zzPlay PB Audio (track Unit-6-Les_7-2). during the lesson.
zzWhile listening to the audio, hold up your PB and zzAsk a volunteer to come up to the front of the class.
point to each character according to the speaker. zzPoint to the first picture and ask the P, ‘Is she
swinging?’ Encourage him/her to answer, ‘Yes, she is’.
Script
- Is dad fishing? zzUse the cup with the name sticks (see Starter-
- Yes, he is. Lesson 4) to divide your class into pairs.
- Is mum swimming? zzLet Ps do the task on their own. Walk around the
- Yes, she is.
classroom and check whether Ps need help.
- Is Jane talking?
- Yes, she is.
- Is Jim walking?
ENDING
- Yes, he is. AB p.68, t.2
- Is Ted reading? zzAsk Ps to open their ABs on page 68. Tell them to
- You’re kidding! No, he isn’t. take their pens.
- Yes, he is!
zzHold up your AB and point to the answers written in
white squares. Read them aloud or ask a P to read
zzPlay the audio again, making pauses for Ps to repeat
them.
each line. Do it twice.
zzTell Ps that they should answer the questions with
zzExplain to Ps that we use the structure ‘You’re
these structures.
kidding’ when someone is saying something that we
zzHold up your AB and point to the first picture (a boy
think is a joke.
who is fishing). Ask Ps, ‘Is he reading?’. Encourage Ps
PB p. 81, t.3
to answer in chorus (‘No, he isn’t’).
zzTell Ps that they are going to listen to the audio
zzLet Ps do the exercise on their own.
again, but this time they should mime each line
zzUse the cup with the name sticks (see Starter-
according to the speaker.
Lesson  4) to ask several Ps to read the sentences
zzPlay the audio again (PB Audio (track Unit-6-Les_7-2),
aloud one by one.
making pauses for Ps to repeat and mime. Mime to
the chant together with Ps.
AB p. 68, t.1
zzGet Ps to open their ABs on page 68. Tell them to
prepare their pens.
zzHold up your AB and point to exercise 1.
zzExplain to Ps that they are going to complete the
sentences with the words written in white squares.
zzHolding your AB, point to the words in white squares.
Read them aloud. While reading, point to each word
accordingly.
zzThen, point to the first sentence. Ask a volunteer to
read it aloud. While he/she is reading, point to the
first picture.
zzEncourage Ps to finish the first sentence all together.
zzGet Ps to do the exercise on their own.
zzThen use the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to read the sentences in turn.

Unit 6 39 Unit 6
 LESSON 8
Story Time
OBJECTIVES:
zzto introduce new vocabulary
zzto introduce the structures ‘What are you
doing?’, ‘Let me see’, ‘Who is this?’, ‘What’s
your dad doing here?’, ‘Wow, that looks
good!’, ‘We call it the African dream.’
zzto practise the structures ‘I/He/She/It am/is
sleeping’
zzto develop Ps’ listening and speaking skills
VOCABULARY:
River, pool, sundae, to call, dream.
STRUCTURE:
What are you doing? Let me see. Who is this?
What’s your dad doing here? Wow, that looks
good! We call it "The African dream."
MATERIALS:
PB, PB Audio, AB, MP, poster # 16, flashcards
# 92, 94, 97, 101, cup with the name sticks
(see Starter-Lesson 4), balloon
OUTCOMES:
By the end of the lesson Ps will be able to
follow and understand the order of the story.
They will also be able to retell the story.
WARM-UP
Play with a Balloon
zzExplain to Ps that they are going to play with a balloon.
Throw the balloon into the middle of the group and
everyone has to keep it from touching the floor.
zzTell Ps to name daily activities and toss the balloon
to each other, e.g. P1 tosses the balloon and says,
‘look at photos’, P2, who catches the balloon tosses
it and says, ‘read’ and so on.
PRESENTATION
zzTake flashcards # 92, 94, 97, 101 and start showing
them to Ps one by one asking Ps, e.g. ‘Is he/she
making faces?’.
zzEncourage Ps to answer, ‘Yes, he/she is. / No, he/she
isn’t.’
Unit 6
PRACTICE
PB p. 82, t.1
zzStick poster # 16 to the board.
zzPoint to it and remind Ps the story from the previous
unit.
zzRemind Ps that Luke and Tracy have learnt what
animals live in Africa. Tell Ps that they are going to
listen to the continuation of this story.
zzPlay PB Audio (track Unit-6-Les_8-1-Story Time) and
get Ps to listen.
zzWhile listening to the audio, point to each picture
and character on the poster according to the speaker.
Do it twice.
OR
Play MP (Unit-6-Story-1).
Script
Tracy: What are you doing, mum?
Mum: I’m looking at the photos from Africa.
Monica: Let me see.
Tracy: Look. My brother is looking at the monkeys.
Monica: Who is this?
Tracy: This is Toby and his parrot Lulu. Lulu is sitting
on Toby’s head.
Monica: What’s your dad doing here?
Tracy: He is reading a story about Boobah and
Booboo.
Mum: And Tracy is making faces.
Monica: You are funny! Wow! A crocodile.
Tracy: Yes, it is sleeping in the river.
Monica: And your mum is swimming in that river?
Tracy: No, no, she isn’t. She is swimming in the pool.
Monica: Wow, that looks good!
Tracy: Toby is eating a sundae. Yummy. We call it
"The African dream." Mummy, can we make it?
Mum: Yes, of course.
zzAsk Ps whether they’ve heard some new words in
the audio. Let them name those words (river, pool,
sundae, to call, dream). Explain the meaning of new
words to Ps.
zzGet Ps to open their PBs on page 82.
zzTell them that they are going to listen to the audio
again and follow the story pointing to the pictures
on page 82.
zzPlay PB Audio (track Unit-6-Les_8-1-Story Time).
zzWalk around the classroom and check whether Ps
need your help.
PB p. 82, t.2
zzPlay the audio again making pauses and get Ps to
40 Unit 6
 repeat each phrase. Do it twice.
PB p. 82, t.3
zzHold up your PB and point to the word clouds on
page 82.
zzTell Ps that they are going to read them and answer
the questions.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask a P to read the first line aloud (‘What
are you doing, mum?’).
zzEncourage him/her to answer, ‘She is …’
zzLet Ps read the word clouds one by one.
zzEncourage them to answer the questions using the
structures ‘It’s …’, ‘Yes, … is’ ’and ‘He/She is …’
PB p. 82, t.4
zzInvite several Ps to come up to poster # 16 and
repeat the lines in roles pointing to each character.
(You can also use the cup with the name sticks (see
Starter-Lesson 4) to invite Ps to come up to poster
# 16 and tell the story).
PB p. 82, t.5
zzDivide your class into groups of three according to
the number of characters we have in the story.
zzTell Ps that they are going to have a role play.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to choose which part each P is going to play.
zzLet Ps practise the story on their own. Then ask
several groups to come up to the front of the
classroom and act out the story.
ENDING
AB p. 69, t.1
zzGet Ps to open their ABs on page 69.
zzExplain to Ps that they are going to number the
pictures in the right order.
zzFold the poster and play PB Audio (track Unit-6-
Les_8-1-Story Time).
zzTell Ps to think and number the pictures in the
sequence of the story.
zzWalk around the classroom and check whether Ps
have numbered the pictures correctly.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to invite Ps to come up to the board and
say the right order.
Unit 6
LESSON 9
Into Your Portfolio
OBJECTIVES:
zzto introduce new vocabulary
zzto practise the structures Ps have learnt
previously
zzto develop Ps’ motor skills
VOCABULARY:
Quickly, picture book, to comment.
STRUCTURE:
Make your bed. Drink some tea. Brush your
teeth. Time for school. I am making my bed.
MATERIALS:
PB, AB, PB Audio, MP, flashcards # 36, 39-
46, 83- 106, cup with the name sticks (see
Starter-Lesson 4), pencils of different colours
or crayons, sheets of paper, paper stickers,
picture of a dog with an open mouth, paper
packet or a box.
OUTCOMES:
By the end of the lesson Ps will be able to
identify new words. They will also be able to
think of their morning routine in sequence.
WARM-UP
zzWrite words that Ps can read on the board (use the
language of the unit) and cover some letters with
paper stickers.
zzExplain to Ps that they should guess the letters to
find out what the words are.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to divide Ps into teams.
zzHand out sheets of paper and tell Ps to write the
correct words down on paper.
zzThe team that first writes all the words correctly
wins the game.
PRESENTATION
zzExplain to Ps that this lesson and the next one are
called ‘Into Your Portfolio’.
zzTell Ps that crafts they make during such lessons
will be stored in the classroom.
zzTake flashcards # 105, 106 and show them to Ps one by
one. Get Ps to repeat each word after you several times.
41 Unit 6
zzTake flashcards # 86-91, 93, 95, 97 and start showing zzHolding your AB, point to the phrases in the white
them to Ps one by one asking, e.g. ‘Is he/she waking squares. Read them aloud. While reading, point to
up?’. each word accordingly.
zzEncourage Ps to answer, ‘Yes, he/she is. / No, he/she zzThen, ask a P to read the example ‘She is getting up’
isn’t.’ aloud.
zzEncourage him/her to try and choose a phrase to
PRACTICE make the second sentence. Point to the second
picture to prompt the P.
PB p. 83, t.1
zzIf he/she gives a correct answer, get Ps to write it
zzGet Ps to open their PBs on page 83.
down.
zzPay their attention to the pictures of a girl who is
zzWhen they are finished, point to the last picture (the
enjoying her morning.
sun). Tell Ps that they are going to write down how
zzTell Ps that they are going to listen to a ‘Morning
they are at noon there (use flashcards # 36, 39-46).
Chant’ and then sing along to it.
Encourage Ps to use the structure ‘I am … at noon’.
zzPlay PB Audio (track Unit-6-Les_9-10_1-
zzIf Ps understand how to do the task, let them work
IntoYourPortfolio).
on their own.
zzWhile listening to the audio, hold up your PB and
zzWalk around the classroom and check whether Ps
point to each line according to the speaker.
need help.
OR
zzAfter they have finished, use the cup with the name
Play MP (Unit-6-Songs_and_Chants-4).
sticks (see Starter-Lesson 4) to ask Ps to read the
Script sentences in turn.
Get up quickly, Wash your face,
Make your bed, Brush your teeth,
Drink some tea, Time for school, ENDING
Eat an egg, Let’s write and read!
Feed the Dog
zzExplain to Ps the meaning of the word ‘quickly’. zzBefore the lesson, print a picture of a dog with an
zzPlay the audio again, making pauses for Ps to repeat open mouth. Stick the dog to a paper packet or a
each line. box. Make a hole in the dog’s mouth big enough to
zzPlay the audio again and get Ps to sing along. throw the flashcards through it.
PB p. 83, t.2 zzTell Ps that they are going to play a game.
zzTell Ps that they are going to draw step by step what zzExplain to them that they are going to feed the dog.
they do in the morning. zzPut the flashcards # 83-106 in front of the dog.
zzPoint to the pictures of a girl’s morning. Explain to Ps zzUse the cup with the name sticks (see Starter-
that she gets up first, then makes her bed and so on. Lesson 4) to ask Ps to come to the dog in turn.
zzEncourage Ps to draw each stage of their morning zzName the flashcards one by one and Ps should find
on a separate sheet of paper. There should be at and throw them into the dog’s mouth.
least 8 of them.
zzHand out sheets of paper and ask Ps to take their
pencils of different colours and crayons and start
drawing.
zzWalk around the classroom and check whether Ps
need help.
AB p. 70, t.1
zzGet Ps to open their ABs on page 70.
zzHold up your AB and point to exercise 1.
zzTell Ps that they are going to make sentences based
on the pictures they have. Then, they are going to
write down how they are at noon (use flashcards #
36, 39-46).

Unit 6 42 Unit 6
 LESSON 10
Into Your Portfolio
OBJECTIVES:
zzto practise the structure ‘I’m …’
zzto develop Ps’ motor skills and speaking
skills
zzto practise following commands
MATERIALS:
PB, flashcards # 86-98, 101-106, cup with the
name sticks (see Starter-Lesson 4), pictures
of what Ps do in the morning drawn at the
previous lesson, scissors, glue, ribbons,
stickers, football ball, permanent marker.
OUTCOMES:
By the end of the lesson Ps will be able to
caption the pictures. They will also be able to
make and comment on their picture books.
WARM-UP
Fishy-Fishy, Sharky-Sharky
zzTell Ps that they are going to play a game. Make sure
there is enough space in the classroom.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to select a shark from the class. Everyone
else must then line up at the other end of the class.
zzHand out flashcards # 86-98, 101-106 (depending on
the size of the class) and tell Ps to hold them up.
zzThe shark decides who to call forward by naming Ps’
flashcards.
zzThose chosen by the shark should run to the
opposite end of the class past the shark who will try
to catch them.
zzIf the shark catches them, they then become
seaweed. As seaweed, the children cannot move
their feet but they can reach out with their arms and
attempt to try to catch others in the group.
zzThe game continues in the same way with anyone
the shark or seaweed catches becoming seaweed.
PRESENTATION
zzRemind Ps that this lesson is called ‘Into Your
Portfolio’, the same as the previous one.
zzTell Ps that crafts they make during such lessons
will be stored in the classroom.
Unit 6
zzTell Ps that they are going to make a picture book
first, then demonstrate it and comment on their
pictures.
zzRemind Ps what they’ve drawn at the previous
lesson.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask several Ps to demonstrate their
drawings.
PRACTICE
PB p. 83, t.3
zzGet Ps to open their PBs on page 83.
zzHold up your PB and point to exercise 3.
zzAsk Ps to take their drawings from the previous
lesson, sheets of paper, pencils of different colours
or crayons, scissors and glue.
zzTell Ps that they are going to make a picture book.
zzShow Ps how to fold a sheet of paper, glue pictures
to it on both sides and caption each picture using
the structure ‘I’m …’
zzYou can also tell Ps to bring some ribbons or stickers
to decorate their picture books.
zzLet Ps use their imagination and create the picture
book the way they like.
PB p. 83, t.4
zzTell Ps that they are going to demonstrate picture
books they’ve made and say what they do in each
picture using the structure ‘I am …’
zzHold up your PB, point to the picture in exercise 4
and start describing it, e.g. ‘This is my picture book.
It shows what I do in the morning. I’m getting up. I’m
making my bed...’
zzUse the cup with the name sticks (see Starter-
Lesson  4) to ask Ps to come up to the board,
demonstrate their picture books and describe them
in turn.
ENDING
Catch the Ball
zzBefore the lesson, write sentences, e.g. ‘I’m flying’,
‘She’s walking’, etc. on the white parts of a football
ball using a permanent marker.
zzToss the ball to a P and ask him/her to read the
sentence from the part of the ball where his/her
right thumb is on.
zzAfter the P has read the sentence, ask him/her to
mime it himself/herself (‘I am …’). If it says, e.g. ‘He/
She is swimming in the river’, the P calls out, e.g.
43 Unit 6
 ‘Swim in the river’ and tosses the ball to a boy/girl.
This pupil should mime the command, then read the
PRESENTATION
sentence from the part of the ball where his/her MP Unit 6. Words, 2
right thumb is on and so forth. zzExplain to Ps that they are going to play a game in
which they should click on things in the picture.
LESSON 11 Revision zzPlay MP (Unit-6-Words-2).
zzUse the cup with the name sticks (see Starter-
Lesson  4) to ask Ps to come up to the multimedia
OBJECTIVES:
board one by one and click on things that the
zzto review the language of the unit
speaker names.
zzto reflect on Ps’ learning
RECYCLED LANGUAGE: Script
Click on the river.
Days of the week. Verbs of daily routine. Verbs Click on the phone.
to name actions at leisure time. Phonics ‘o’, Click on the bat.
‘ea’, ‘ng’, ‘all’ and ‘alk’. Pronouns ‘my’ and ‘your’. Click on the children who swing.
Structures ‘It is Friday today’, ‘Get up!’, ‘Is he/ Click on the boy’s face.
she fishing?’, ‘Yes, he/she is. / No, he/she isn’t.’, Click on the snakes that hiss.
‘What are you doing?’, ‘I’m playing with …’, Click on the clothes.
‘What is he/she doing?’, ‘He/She is making …’ Click on the bathroom.
MATERIALS: Click on the park.
PB, PB Audio, AB, MP, cup with the name
sticks (see Starter-Lesson 4).
OUTCOMES: PRACTICE
By the end of the lesson Ps will be able to PB p. 84, t.1
differentiate between the verbs of daily zzGet Ps to open their PBs on page 84.
routine and of leisure time. They will also be zzHold up your PB and point to the pictures of three
able to identify the learnt phonics and the children in exercise 1.
days of the week. zzExplain to Ps that they are going to listen to an
audio and find the corresponding picture.
zzPlay PB Audio (track Unit-6-Les_11-12-Revision). Get
WARM-UP Ps to look at the pictures and search for the correct
MP Unit 6. Words, 1 ones.
zzExplain to Ps that they are going to play a game. Script
IT'S LUNCH TIME!
zzTell Ps that they should find a match to each word
Ms Lemmon: What's the time? Two o'clock! Where
on the interactive multimedia board.
are the children? Jessica...!
zzIn this game you have 4 layouts, so you can divide Jessica: I'm here, Ms Lemmon. Look at me! I'm
your class into 4 teams and let each team one by swinging.
one do the exercise. Ms Lemmon: Come here! It's lunch time! Luke...!
Play MP (Unit-6-Words-1). Luke: I'm here, Ms Lemmon! Look at me! I'm
zzUse the cup with the name sticks (see Starter- climbing a tree!
Lesson  4) to choose a team to play the game first Ms Lemmon: Be careful and come here! Elliot...!
and so on. Ms Lemmon, Jessica, Luke: Elliot... Elliot!
zzYou can time each team and afterwards choose the Greg: Look! He is sleeping under the tree!
winners or you can play this game for fun and Ms Lemmon: Wake up, Elliot! It's lunch time!
revision.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask a P to hold up his/her PB and point
to the correct picture.

Unit 6 44 Unit 6
 PB p. 84, t.2 board one by one and make words.
zzHold up your PB and point to the names (‘Luke’,
‘Elliot’ and ‘Jessica’) in exercise 2. LESSON 12 Revision
zzExplain to Ps that they are going to copy the names
into their exercise books. Then they should number
OBJECTIVES:
each name ‘1’, ‘2’ or ‘3’ according to the pictures.
zzto review the language of the unit
zzGet Ps to open their exercise books and start writing.
zzto reflect on Ps’ learning
Walk around the classroom and check whether Ps
zzto develop Ps’ speaking skills
are writing correctly.
RECYCLED LANGUAGE:
PB p. 84, t.3
Days of the week. Verbs of daily routine. Verbs
zzHold up your PB and point to the days of the week
to name actions of leisure time. Phonics ‘o’,
in exercise 3.
‘ea’, ‘ng’, ‘all’ and ‘alk’. Pronouns ‘my’ and ‘your’.
zzTell Ps that they should copy the days of the week
Structures ‘It is Friday today’, ‘Get up!’, ‘Is he/
into their exercise books.
she fishing?’, ‘Yes, he/she is. / No, he/she isn’t.’,
zzGet Ps to open their exercise books and start writing.
‘What are you doing?’, ‘I’m playing with …’,
Walk around the classroom and check whether Ps
‘What is he/she doing?’, ‘He/She is making …’
are writing correctly.
MATERIALS:
AB p. 71, t.1
PB, PB Audio, AB, MP, HPB, cup with the name
zzGet Ps to open their ABs on page 71.
sticks (see Starter-Lesson 4).
zzPay Ps’ attention to the pictures in exercise 1. Explain
OUTCOMES:
to Ps that they are going to complete the words
By the end of the lesson Ps will be able to
according to the pictures.
differentiate between the verbs of daily
zzTell Ps to take their pens and start writing. Walk
routine and of leisure time. They will also be
around the classroom and check whether Ps are
able to identify the learnt phonics and the
writing correctly.
days of the week.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to name each word one by one.
MP Unit 6. Games, 1
WARM-UP
zzExplain to Ps that they are going to play a game in
which they should listen to the speaker, then read MP Unit 6. Games, 2, Part 1
the variants and choose the correct variant according zzExplain to Ps that they are going to play a game in
to what the speaker says. which they should match the audio to the picture.
zzPlay MP (Unit-6-Games-1). zzTell Ps that they are going to click on the audio signs
Script and listen to the words, then click on the appropriate
tick that corresponds to the picture.
Tea, please, sing, morning, walk, mother
zzPlay MP (Unit-6-Games-2-Part_1).
zzUse the cup with the name sticks (see Starter-
zzUse the cup with the name sticks (see Starter- Lesson  4) to ask Ps to come up to the multimedia
Lesson  4) to ask Ps to come up to the multimedia board one by one and do the exercise.
board one by one and choose the correct variants.
PRESENTATION
ENDING
MP Unit 6. Phonics and Reading, 2
MP Unit 6. Phonics and Reading, 1 zzExplain to Ps that they are going to play another
zzExplain to Ps that they are going to play a game in game in which they should move the letters to the
which they should move letters to the empty squares empty squares to make words that the speaker says.
to make words that are depicted in the pictures. zzPlay MP (Unit-6-Phonics_and_Reading-2).
zzPlay MP (Unit-6-Phonics_and_Reading-1). zzUse the cup with the name sticks (see Starter-
zzUse the cup with the name sticks (see Starter- Lesson  4) to ask Ps to come up to the multimedia
Lesson  4) to ask Ps to come up to the multimedia board one by one and make words.

Unit 6 45 Unit 6
 AB p. 71, t.2
PRACTICE zzGet Ps to open their ABs on page 71.
PB p. 84, t.4 zzHold up your AB and point to exercise 2.
zzGet Ps to open their PBs on page 84. zzExplain to Ps that they are going to read four
zzHold up your PB and point to exercise 4. sentences and match them to the pictures.
zzTell Ps that they are going to play a guessing game. zzUse the cup with the name sticks (see Starter-
zzHold up your PB, point to the word clouds and read Lesson 4) to ask Ps to do the task in turn.
them aloud (‘Is it Wednesday?’, ‘No, it isn’t.’)
zzExplain to Ps that they are going to ask and answer ENDING
similar questions in pairs to guess the days of the MP Unit 6. Games, 2, Part 2
week. zzExplain to Ps that they are going to play a game in
zzP1 thinks of a day, P2 asks P1 some questions to which they should finish sentences or dialogues.
guess the day he/she thinks about and vice versa. zzTell Ps that they are going to listen to the speaker
zzP2 asks, ‘Is it Wednesday?’, P1 answers, ‘No, it isn’t.’, first.
P1 asks, ‘Is it Monday?’, P2 says, ‘Yes, it is.’ and so on. zzThen they should click on the audio signs and listen
zzUse the cup with the name sticks (see Starter- to the words or sentences and after that click on the
Lesson 4) to divide Ps into pairs. appropriate tick to finish the sentence or dialogue.
zzLet Ps work in pairs and ask and answer questions zzPlay MP (Unit-6-Games-2-Part_2).
on their own. zzUse the cup with the name sticks (see Starter-
zzUse the cup with the name sticks (see Starter- Lesson  4) to ask Ps to come up to the multimedia
Lesson 4) to invite several pairs to come up to the board one by one and do the exercise.
front of the classroom and act out their dialogues in HPB pp. 22-23
turn. zzAsk Ps to open their HPBs on pages 22-23.
PB p. 85, t.5 zzExplain to Ps that they are going to trace and write
zzGet Ps to open their PBs on page 85. some phrases.
zzHold up your PB and point to exercise 5. zzAsk Ps to start tracing with the sentence ‘Is it
zzTell Ps that they are going to make their own Sunday?’ and finish with the sentence ‘Is it Saturday?’.
dialogues.
zzAsk a volunteer to come up to the front of the
classroom.
zzAsk him/her a question, for example, ‘Is he talking
on the phone?’ and point to the picture in a blue
circle on page 85.
zzEncourage the P to answer your question saying, ‘No,
he isn’t’. Then ask another question, ‘Is he looking at
photos?’. Let P answer it saying, ‘Yes, he is’.
zzDivide your class into pairs using the cup with the
name sticks (see Starter-Lesson 4) and let Ps make
similar dialogues on their own.
zzWalk around the classroom and check whether Ps
need your help.
zzAsk several pairs to come up to the front of the
classroom and role play their own dialogues.
PB p. 85, t.6
zzHold up your PB and point to exercise 6.
zzExplain to Ps that they are going to read five
sentences and match them to the photos.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to do the task in turn.

Unit 6 46 Unit 6
UNIT 7
DO YOU LIKE CARROTS?
LESSON 1
OBJECTIVES:
zzto introduce and practise new vocabulary
zzto introduce the structures ‘Can I have
some lemonade?’ and ‘Here you are.’
zzto review birthday vocabulary
zzto practise the structures ‘Do you like …?’,
‘Yes, I do. / No, I don’t.’
VOCABULARY:
Chicken, lemonade, sweets, fruit, salad, chips,
soup, rice.
STRUCTURE:
Can I have some lemonade? Here you are.
MATERIALS:
PB, AB, PB Audio, MP, HPB, poster # 17,
flashcards # 107-113, 125, cup with the
name sticks (see Starter-Lesson 4), pencils of
different colours or crayons.
OUTCOMES:
By the end of the lesson Ps will be able to
identify food items. They will also be able to
talk about their food preferences.
WARM-UP
Food Name Game
zzTell Ps that they are going to play a game. Get them
to sit in a circle.
zzExplain to Ps that they are going to say their name
and then the name of food or drink that begins with
the same sound as the first sound in their name (e.g.
Tania the tea). The next person in the circle repeats
the procedure and so forth.
zzIf there is no food or drink that has the same sound
as the first sound in P’s name, he/she can use any
suitable word he/she knows.
PRESENTATION
PB p. 86, t.1
zzStick poster # 17 to the board.
zzAsk Ps what they see in the pictures. Encourage
them to speak.
Unit 7
zzExplain to Ps that they are going to listen to an
audio about a birthday party.
zzPlay PB Audio (track Unit-7-Les_1-1).
zzWhile listening to the audio, point to each picture
on poster # 17 according to the speaker.
Script
Nick: Come to my birthday party,
Ben.
Ben: A birthday party? How old are you?
Nick: I’m seven.
Children: Happy birthday! These are presents
for you.
Nick: Thank you!
Mother: Do you like fruit salad?
Liz: Yes, I do!
Vic: Can I have some lemonade?
Ben: Here you are.
zzGet Ps to open their PBs on page 86.
zzHold up your PB and point to the pictures in exercise 1.
zzExplain to Ps that you are going to play the audio
again and they should point to each picture
according to the speaker in their PBs.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to invite a P to come up to poster # 17 and
do the same thing.
zzPlay the audio again (PB Audio (track Unit-7-Les_1-1).
zzLet the P who is standing next to the poster point to
the pictures on it and the rest of the Ps point to
them in their PBs.
PRACTICE
PB p. 86, t.2
zzTell Ps that they are going to listen to the audio
again but this time they should repeat each phrase.
zzPlay PB Audio (track Unit-7-Les_1-1) again, making
pauses for Ps to repeat each phrase.
zzWhile listening to the audio, point to each picture
on poster # 17 according to the speaker.
PB p. 86, t.3
zzTake flashcards # 107-111 and start showing them to
Ps one by one.
zzName each flashcard and get Ps to repeat each word
after you several times.
zzHold up your PB and point to exercise 3.
zzExplain to Ps that they are going to listen to an
audio and learn some new words.
zzPlay PB Audio (track Unit-7-Les_1-3) and show
47 Unit 7
 flashcards # 107-111 according to the speaker.
Script
Chicken, lemonade, juice, sweets,
fruit, yogurt, sandwich, cake, pizza, salad.
zzPlay the audio again and get Ps to point to the words
in their PBs according to the speaker.
zzWalk around the classroom and check whether Ps
need help.
zzPlay the audio again, making pauses for Ps to repeat
each word. Do it several times.
PB p. 86, t.4
zzHold up your PB and point to exercise 4.
zzTell Ps that they are going to make their own
dialogues.
zzAsk a volunteer to come up to the front of the
classroom.
zzPoint to the first picture and ask the P, ‘Do you like
chicken?’ Encourage him/her to answer, ‘Yes, I do.’ /
‘No, I don’t.’
zzUse the cup with the name sticks (see Starter-
Lesson 4) to divide your class into pairs.
zzLet Ps do the task on their own. Walk around the
classroom and check whether Ps need help.
PB p. 87, t.5
zzTake flashcards # 112, 113, 125 and start showing
them to Ps one by one.
zzName each flashcard and get Ps to repeat each word
after you several times.
zzGet Ps to open their PBs on page 87.
zzTell Ps that they are going to listen to an audio and
sing a song.
zzHold up your PB and point to exercise 5.
zzPlay PB Audio (track Unit-7-Les_1-5).
zzWhile listening to the audio, hold up your PB and
point to each line according to the speaker.
OR
Play MP (Unit-7-Songs_and_Chants-1).
Script
Сhicken, chips, soup and eggs.
Do you like fish?
Сhicken, chips, soup and eggs.
I don’t like fish.
Cheese and bread, rice and cake.
Do you like milk?
Cheese and bread, rice and cake.
Yes, I like milk!
zzPlay the audio again, making pauses for Ps to repeat
each line.
Unit 7
zzPlay the audio again and get Ps to sing along.
PB p. 87, t.6
zzGet Ps to open their PBs on page 87 and prepare
their pens.
zzExplain to Ps that they are going to answer the
questions based on the pictures in exercise 6.
zzHold up your PB and point to the example. Read it
aloud, ‘Do you like sweets?’
zzThen, point to two answers: ‘Yes, I do.’ and ‘No, I
don’t.’ Tell Ps that they should write the answers
about themselves.
zzLet Ps do the exercise on their own.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask several Ps to stand up, hold up their
PBs and read the questions and their answers aloud.
ENDING
AB p. 72, t.1
zzGet Ps to open their ABs on page 72 and take their
pens and pencils of different colours or crayons.
zzHold up your AB and point to the words in the box.
Read them aloud. While reading, point to each word
accordingly.
zzExplain to Ps that they are going to complete the
sentences according to the pictures and then colour
the pictures.
zzPoint to the first sentence and read it aloud
(‘Number  1 is …’). Point to ‘bread’ in the picture to
prompt a P.
zzLet Ps do the task on their own. Walk around the
classroom and check whether Ps need help.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to read the sentences in turn.
zzLet Ps take their pencils of different colours or
crayons and colour the pictures.
HPB pp. 23-24
zzAsk Ps to open their HPBs on pages 23-24.
zzExplain to Ps that they are going to trace and write
some phrases.
zzAsk Ps to start tracing with the sentence ‘Do you like
milk?’ and finish with the phrase ‘No, I don’t’.
48 Unit 7
 LESSON 2
OBJECTIVES:
zzto introduce and practise new vocabulary
zzto introduce and practise articles ‘a’ and ‘an’
zzto practise the structures ‘Can I have a(n)
…?’, ‘Here you are’ and ‘Thank you’
VOCABULARY:
Pear, strawberry, cherry, picnic.
STRUCTURE:
We have a picnic in the garden.
MATERIALS:
PB, AB, PB Audio, AB Audio, MP, HPB,
flashcards # 114-117, cup with the name
sticks (see Starter-Lesson 4), pencils of
different colours or crayons.
OUTCOMES:
By the end of the lesson Ps will be able to
identify some fruit words. They will also be able
to use and differentiate between the articles ‘a’
and ‘an’.
WARM-UP
zzTell Ps that they are going to play a game.
zzGet Ps to sit in a circle. Give a long ball of twine/
wool to a P.
zzWhile holding the end of a long ball of twine/wool,
the first P says what food he/she likes using the
structure ‘I like …’ and tosses the twine to someone
else across the circle who holds on to the string and
repeats.
zzYou then retrieve the string by reversing the path the
string took and each P says their phrase passing it to
another P.
PRESENTATION
PB p. 88, t.1
zzTake flashcards # 114-116 and start showing them to
Ps one by one.
zzName each flashcard and get Ps to repeat each word
after you several times.
zzGet Ps to open their PBs on page 88.
zzHold up your PB and point to exercise 1.
zzTell Ps that they are going to listen to an audio and
learn the names of some fruit.
zzPlay PB Audio (track Unit-7-Les_2-1) and show
Unit 7
flashcards # 114-116 according to the speaker.
Script
Apple, banana, pear, strawberry,
cherry, orange.
zzPlay the audio again and get Ps to point to the words
in their PBs according to the speaker.
zzWalk around the classroom and check whether Ps
need help.
zzPlay the audio again, making pauses for Ps to repeat
each word. Do it several times.
PRACTICE
PB p. 88, t.2
zzExplain to Ps that they are going to point to the
words and say them.
zzPlay PB Audio (track Unit-7-Les_2-1), making pauses
for Ps to repeat each word.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask several Ps to say the words.
PB p. 88, t.3
zzExplain to Ps the meaning of the word ‘picnic’ (use
flashcard # 117).
zzTell Ps that they are going to listen to an audio and
sing a song.
zzHold up your PB and point to exercise 3.
zzPlay PB Audio (track Unit-7-Les_2-3).
zzWhile listening to the audio, hold up your PB and
point to each line according to the speaker.
OR
Play MP (Unit-7-Songs_and_Chants-2).
Script
In the garden, in the garden
We have a picnic in the garden.
I have apples, apples, apples.
I have pears, pears, pears.
You have cherries, cherries, cherries
And strawberries.
In the garden, in the garden
We have a picnic in the garden.
In the garden, in the garden
We have a picnic in the garden.
zzPlay the audio again, making pauses for Ps to repeat
each line.
zzPlay the audio again and get Ps to sing along.
AB p. 73, t.1
zzGet Ps to open their ABs on page 73 and prepare
their pencils of different colours or crayons.
49 Unit 7
zzExplain to Ps that they are going to listen to an zzTell Ps that they should copy the sentences with a
audio and draw some pictures according to what the proper article (‘a’ or ‘an’) into their exercise books.
speaker says. zzGet Ps to open their exercise books and do the
zzPlay AB Audio (track Engl_2_kl-Робочий зошит-Unit7- exercise on their own.
Les2_Page73_Ex-1), making pauses for Ps to draw zzWalk around the classroom and check whether Ps
the pictures. are writing correctly.
Script
1. Pear 4. Banana ENDING
2. Orange 5. Chicken 7. Apple
3. Cherry 6. Fish 8. Strawberry AB p. 73, t.2
zzGet Ps to open their ABs on page 73. Tell them to
zzPlay the audio as many times as Ps will need. take their pens.
zzPoint to white square 9 and tell Ps that they are zzExplain to Ps that they are going to read the
going to draw their favourite food there. sentences.
zzGive Ps several minutes to finish their drawings. zzTell Ps that they should fill in the blank lines with
zzUse the cup with the name sticks (see Starter- the structures ‘Yes, I do.’ and ‘No, I don’t.’
Lesson 4) to ask several Ps to come up to the front of zzHold up your AB and point to the first sentence.
the classroom and demonstrate their drawings. Read it aloud, ‘Do you like cheese?’
PB p. 88, t.4 zzThen, point to two answers: ‘Yes, I do.’ and ‘No, I
zzGet Ps to open their PBs on page 88. don’t.’ Tell Ps that they should write the answers
zzHold up your PB and point to the section where the about themselves.
examples of articles ‘a’ and ‘an’ are written. zzLet Ps do the exercise on their own.
zzExplain to Ps the difference between ‘a’ and ‘an’. zzUse the cup with the name sticks (see Starter-
Show Ps some more examples around the classroom. Lesson 4) to ask several Ps to stand up, hold up their
zzTell Ps that they are going to work in pairs asking ABs and read the sentences and their answers aloud.
and answering questions. HPB p. 24
zzUse the cup with the name sticks (see Starter- zzAsk Ps to open their HPBs on page 24.
Lesson 4) to divide Ps into pairs. zzExplain to Ps that they are going to trace and write
zzHold up your PB and point to exercise 4. some words.
zzPoint to the word clouds and read them aloud (‘Can zzAsk Ps to start tracing with the word ‘an egg’ and
I have a banana?’, ‘Here you are.’ and ‘Thank you.’) finish with the word ‘a cherry’.
zzCome to one of the Ps and ask him/her a question,
e.g. ‘Can I have a banana?’. Encourage him/her to
answer the question saying, ‘Here you are’ Say, ‘Thank
you’. Make a gesture when giving an example.
zzThen encourage the P to ask you a similar question,
e.g. ‘Can I have an apple?’. Answer it, ‘Here you are.’
He/She says, ‘Thank you’.
zzGet Ps to make mini-dialogues on their own.
zzWalk around the classroom and check whether Ps
need your help.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask several pairs to come up to the front
of the classroom and act out their dialogues.
PB p. 88, t.5
zzGet Ps to open their PBs on page 88.
zzHold up your PB and point to exercise 3.
zzPoint to the first sentence (‘This is a sandwich’) and
read it aloud.

Unit 7 50 Unit 7
 LESSON 3
OBJECTIVES:
zzto introduce new phonics
zzto practise the phonics Ps have learnt
previously
zzto practise reading
zzto introduce the conjunction ‘but’
VOCABULARY:
Desserts, drinks
STRUCTURE:
I like … but I don’t like …
MATERIALS:
PB, AB, PB Audio, HPB, flashcards-phonics
# 1-32, flashcards # 127, 128, cup with the
name sticks (see Starter-Lesson 4), ball.
OUTCOMES:
By the end of the lesson Ps will be able to
identify the phonic sound ‘ch’ in words. They
will be able to pronounce and read it. They will
also be able to identify the conjunction ‘but’.
WARM-UP
Play the Phonics Game
zzBefore the lesson, stick flashcards-phonics # 15-31 to
the board or to the wall.
zzTell Ps that they are going to play a game.
zzUse the cup with the name sticks (see Starter-
Lesson  4) to ask a P to come up to the board and
give him/her a ball.
zzExplain to Ps that you are going to name some
phonics and the P should throw the ball to the
flashcard with the corresponding phonics.
zzFor example, you say, ‘g’ [dʒ], so the P should throw
the ball to flashcard-phonics # 23 where the word
‘giraffe’ is written.
PRESENTATION
zzTake flashcards-phonics # 1-31 and put them on a
desk face down.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask several Ps to come up to the desk.
zzLet Ps one by one take a flashcard, show it to others
and read it aloud.
PB p. 89, t.1
zzGet Ps to open their PBs on page 89.
Unit 7
zzHold up your PB and pay Ps’ attention to a yellow
square with a new phonic sound ‘ch’ and the word
‘chicken’ that represents it.
zzTake flashcard-phonics # 32 and show it to Ps. Name
it and get Ps to repeat the word after you several
times.
zzTell Ps that they are going to listen to an audio and
follow each word according to the speaker.
zzPlay PB Audio (track Unit-7-Les_3-1).
zzWhile listening to the audio, hold up your PB and
point to the phonics and each word according to the
speaker.
Script
Ch [tʃ], chicken, chips, cherry, chair,
teacher, cheese, lunch, sandwich
zzPlay the audio again and get Ps to point to the words
in their PBs according to what the speaker says.
zzWalk around the classroom and check whether Ps
need help.
PRACTICE
PB p. 89, t.2
zzHold up your PB and point to the section with the
words with a new phonic sound (‘chips, cherry, chair …’).
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to read the words one by one.
AB p. 74, t.1
zzGet Ps to open their ABs on page 74. Tell them to
take their pens.
zzExplain to Ps that they are going to complete the
words according to the pictures.
zzLet Ps do the task on their own. Walk around the
classroom and check whether Ps need help.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to name each word one by one.
PB p. 89, t.3
zzGet Ps to open their PBs on page 89.
zzHold up your PB and point to two word clouds
(exercise 3).
zzTake flashcards # 127, 128 and start showing them to
Ps one by one. Name each flashcard and get Ps to
repeat each word after you several times. Make a
gesture when showing flashcard # 128 (‘look at the
menu’).
zzTell Ps that they are going to listen to an audio and
read about what children are seeing on the menu.
zzPlay PB Audio (track Unit-7-Les_3-3).
zzWhile listening to the audio, hold up your PB and
51 Unit 7
 point to the text in the word clouds according to the
speaker.
Script
I’m hungry. I am looking at the menu.
I like chicken and rice. I like carrots, too. I don’t
like fish or eggs. I like cheesecakes. I like hot
chocolate but I don’t like milk.
I like fish and eggs. I don’t like carrots. I like ice-
cream but I don’t like cheesecakes. I like lemonade
but I don’t like hot chocolate.
zzPlay the audio again, making pauses for Ps to repeat
each line. Do it twice.
zzPoint to the sentence in blue ‘I like hot chocolate
but I don’t like milk’. Read it aloud.
zzPay Ps’ attention to the word ‘but’. Show them some
more examples of it.
zzUse the cup with the name sticks (see Starter-
Lesson  4) to ask Ps to read the text in the word
clouds one by one (you can divide the text into parts
and ask Ps to read them).
PB p. 89, t.4
zzHold up your PB and point to the ‘Kid’s Menu’
(exercise 4).
zzTell Ps that they are going to read and find out what
food, desserts and drinks children may like.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to read the words one by one.
PB p. 89, t.5
zzHold up your PB and point to exercise 5.
zzTell Ps that they are going to copy the sentences and
complete them with a list of food, desserts and
drinks they like and don’t like.
zzEncourage Ps to consult ‘Kid’s Menu’ (exercise 4).
zzGet Ps to open their exercise books and do the
exercise on their own.
zzWalk around the classroom and check whether Ps
are writing correctly.
ENDING
AB p. 74, t.2
zzGet Ps to open their ABs on page 74. Tell Ps to
prepare their pens.
zzHold up your AB and point to exercise 2.
zzExplain to Ps that they are going to complete the
sentences with the words from the box.
zzLet Ps do the exercise on their own.
zzWalk around the classroom and check whether Ps
are writing correctly.
Unit 7
HPB pp. 24-25
zzAsk Ps to open their HPBs on pages 24-25.
zzExplain to Ps that they are going to trace and write
some words and phrases.
zzAsk Ps to start tracing with the word ‘lunch’ and
finish with the sentence ‘Teacher’s chair is red’.
LESSON 4
OBJECTIVES:
zzto introduce and practise new vocabulary
zzto review numbers
zzto introduce and practise the structures
‘Three tomatoes, please.’ and ‘Sorry, no
cucumbers.’
VOCABULARY:
Vegetables, carrot, cucumber, mushroom,
tomato, pepper, potato.
STRUCTURE:
Three tomatoes, please. Sorry, no cucumbers.
MATERIALS:
PB, AB, PB Audio, MP, poster # 18, flashcards
# 107-116, 118-125, 127, cup with the name
sticks (see Starter-Lesson 4).
OUTCOMES:
By the end of the lesson Ps will be able to
identify new vocabulary. They will also be
able to talk about food shopping, incl. a
shopping list.
WARM-UP
Guess the Mime
zzTake flashcards # 107-116, 125, 127 and start showing
them to Ps one by one. Encourage Ps to name each
flashcard.
zzGet Ps to sit in a circle. Ask a volunteer to come up
to the centre of the circle. The P has to mime eating/
drinking what is depicted on one of the flashcards
you’ve showed recently (or you can put flashcards #
107-116, 125, 127 on the floor face down and ask a P
to take one flashcard randomly and mime it to
others).
zzEncourage Ps to guess the mime, asking ‘Is it (a(n))
…?’ and answering ‘Yes, it is.’ or ’No, it isn’t.’
52 Unit 7
 zzPlay the audio again, making pauses for Ps to repeat
PRESENTATION each line.
zzTake flashcards # 118-124 and start showing them to zzPlay the audio again and get Ps to sing along.
Ps one by one. AB p. 75, t.1
zzName each flashcard and get Ps to repeat each word zzGet Ps to open their ABs on page 75. Tell them to
after you several times. prepare their pens.
zzGet Ps to open their PBs on page 90. zzHold up your AB and point to exercise 1.
zzHold up your PB and point to exercise 1. zzExplain to Ps that they are going to find the names
zzTell Ps that they are going to learn the names of of some vegetables, circle them and write them in
some vegetables. the blank spaces.
zzPlay PB Audio (track Unit-7-Les_4-1) and show zzLet Ps do the task on their own.
flashcards # 118-124 according to the speaker. zzWalk around the classroom and check whether Ps
need help.
Script
Carrot, cucumber, mushroom, tomato, zzUse the cup with the name sticks (see Starter-
pepper, potato. Lesson  4) to ask Ps to name each word they’ve
found.
zzPlay the audio again and get Ps to point to the words PB p. 90, t.3
in their PBs according to the speaker. zzStick poster # 18 to the board and pay Ps’ attention
zzWalk around the classroom and check whether Ps to it.
need help. zzTell Ps that they are going to listen to an audio
zzPlay the audio again, making pauses for Ps to repeat about Liz doing food shopping.
each word. Do it several times. zzPlay PB Audio (track Unit-7-Les_4-3) and point to
each character on poster # 18 according to the
PRACTICE speaker.
PB p. 90, t.2 Script
Liz: Can I have three tomatoes,
zzTell Ps that they are going to listen to an audio and please?
sing a song. Shop Assistant: Yes, here you are.
zzHold up your PB and point to the pictures in Three tomatoes, please.
exercise 2. Liz: Thank you.
zzPlay PB Audio (track Unit-7-Les_4-2). Liz: Can I have 2 cucumbers?
zzWhile listening to the audio, hold up your PB and Shop Assistant: Sorry, no cucumbers.
point to each picture according to the speaker.
OR zzGet Ps to open their PBs on page 90.
Play MP (Unit-7-Songs_and_Chants-3). zzHold up your PB and point to the pictures in
Script
exercise 3.
Apples and bananas, zzExplain to Ps that you are going to play the audio
Apples and bananas. again and they should point to each picture
Pears and strawberries, according to the speaker in their PBs.
Pears and strawberries.
zzUse the cup with the name sticks (see Starter-
I like oranges.
Lesson 4) to invite a P to come up to poster # 18 and
I like oranges.
I don’t like cherries.
do the same thing.
zzPlay the audio again PB Audio (track Unit-7-Les_4-3).
Cucumbers and carrots, zzLet the P who is standing next to the poster point to
Cucumbers and carrots. the pictures on it and the rest of the Ps point to
Mushrooms, tomatoes,
them in their PBs.
Mushrooms, tomatoes.
zzPlay the audio again, making pauses for Ps to repeat
I like peppers. each line. Do it twice.
I like peppers. PB p. 90, t.4
I don’t like potatoes. zzTell Ps that they are going to say the dialogue,

Unit 7 53 Unit 7
 pointing to the characters.
zzAsk a volunteer to come up to poster # 18 and try to
say the dialogue, pointing to the characters
accordingly.
zzAsk other Ps to follow the dialogue in their PBs.
zzThen use the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to come up to poster # 18 and say
the dialogue in pairs.
ENDING
AB p. 75, t.2
zzBefore you start doing the exercise, ask Ps to count
to 15.
zzIn chorus, count to 15.
zzGet Ps to open their ABs on page 75. Tell them to
prepare their pens.
zzHold up your AB and point to exercise 2.
zzExplain to Ps that they should count the things in
the picture. Then they should write the appropriate
quantity and name down in the empty line under
the picture.
zzPoint to the first picture (ten bananas) and ask Ps,
‘How many bananas can you see?’ Let Ps count and
answer in chorus, ‘ten bananas’. If Ps give you a
correct answer, get them to write down ‘ten bananas’.
zzIf Ps understand how to do the exercise, let them do
it on their own.
zzWalk around the classroom and check whether Ps
need help.
LESSON 5
OBJECTIVES:
zzto introduce and practise new vocabulary
zzto review food vocabulary
VOCABULARY:
Breakfast, lunch, dinner, sweet, munch.
STRUCTURE:
Bananas for dinner, before going to sleep.
They are so sweet!
MATERIALS:
PB, AB, PB Audio, AB Audio, MP, cup with the
name sticks (see Starter-Lesson 4), ball, sheets
of paper, pencils of different colours or crayons.
OUTCOMES:
By the end of the lesson Ps will be able to
identify and talk about meals at mealtimes.
Unit 7
WARM-UP
Play "The Hot Potato" Game
zzArrange Ps to stand in a circle. Explain to them that
they are going to play a game.
zzThey will toss a ball to each other, asking and
answering questions.
zzFor example, P1 tosses a ball to P2 and asks, ‘Do you
like ham?’, P2 answers, ‘No, I don’t.’ and tosses the
ball to P3 and so forth. Tell Ps to remember different
questions they’ve learnt before.
zzPlay the game together with Ps and ask questions if
Ps run out of ideas.
PRESENTATION
zzAsk Ps how many times a day they eat. Remind Ps
that they usually eat at least three times a day: in
the morning (before school), at noon (when in
school) and in the evening (after school).
zzName each mealtime (‘breakfast’, ‘lunch’, ‘dinner’)
and get Ps to repeat each word after you several
times.
PB p. 91, t.1
zzGet Ps to open their PBs on page 91.
zzExplain to Ps that they are going to listen to an
audio and say the chant of a monkey who eats one
fruit all day long.
zzHold up your PB and point to the picture in exercise 1.
zzPlay PB Audio (track Unit-7-Les_5-1).
zzWhile listening to the audio, hold up your PB and
point to each line according to the speaker.
OR
Play MP (Unit-7-Songs_and_Chants-4).
Script
Bananas for breakfast,
Bananas for lunch.
I like banana!
Munch, munch, munch!
Bananas for dinner,
Before going to sleep.
I like bananas!
They are so sweet!
zzPlay the audio again, making pauses for Ps to repeat
each line. Do it twice.
zzEncourage Ps to mime to the line ‘Munch, munch,
munch!’ Show Ps how to do so.
zzExplain to Ps the meaning of the word ‘sweet’. Give
Ps some more examples.
54 Unit 7
 PRACTICE
PB p. 91, t.2, 3
zzHold up your PB and point to three green sections
where some meals are depicted (exercise 2).
zzTell Ps that they are going to listen to an audio and
find out what a child likes to eat.
zzPlay PB Audio (track Unit-7-Les_5-2).
zzWhile listening to the audio, hold up your PB and
point to each meal according to the speaker.
Script
I eat toasts and yogurt for breakfast.
I eat an apple, too. I drink juice for breakfast.
I eat soup and sandwich for lunch. I eat chicken,
too. I like fruit salad for lunch.
I eat potatoes, tomatoes and cucumbers for dinner.
I like a cake, too. I drink tea for dinner.
zzPlay the audio again and get Ps to point to each
picture in their PBs according to the speaker.
zzWalk around the classroom and check whether Ps
need help.
zzPlay the audio again, making pauses for Ps to repeat
each line.
PB p. 91, t.4
zzHold up your PB and point to the picture of a girl
demonstrating her meals.
zzTell Ps that they are going to draw what they eat and
drink for breakfast, lunch and dinner.
zzHand out sheets of paper and ask Ps to take their
pencils of different colours and crayons and start
drawing.
zzGive Ps several minutes to finish their drawings.
zzWalk around the classroom or check whether Ps
need help.
PB p. 91, t.5
zzTell Ps that they are going to demonstrate their food
and say what they eat and drink as in the example.
zzHold up your PB and point to the word cloud (‘I eat
… for breakfast’). Read it aloud, pointing to each line.
zzThen point to each meal in the picture (exercise 4)
and start describing it, e.g. ‘I eat eggs and cheese for
breakfast. I drink milk for breakfast.’ and so on.
zzUse the cup with the name sticks (see Starter-
Lesson  4) to ask Ps to come up to the board and
describe their meals in turn.
Unit 7
ENDING
AB p. 76, t.1
zzGet Ps to open their ABs on page 76 and prepare
their pencils of different colours or crayons.
zzExplain to Ps that they are going to listen to an
audio and draw three pictures according to what the
speaker says.
zzPlay AB Audio (track Engl_2_kl-Робочий зошит-Unit7-
Les5_Page76_Ex-1), making pauses for Ps to draw
the pictures.
Script
1. I eat eggs and ham for breakfast.
2. I eat soup, chips and chicken for lunch.
3. I eat fish and salad for dinner.
zzPlay the audio as many times as Ps will need.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask several Ps to come up to the front of
the classroom and demonstrate their drawings.
LESSON 6
OBJECTIVES:
zzto introduce new phonics
zzto introduce wh-questions
zzto practise phonics that Ps have learnt
previously
zzto practise reading
VOCABULARY:
When, what, where.
STRUCTURE:
When do you get up? What do you like? What
does he/she like for breakfast/lunch/dinner? I
am having … for breakfast/lunch/dinner.
MATERIALS:
PB, AB, PB Audio, HPB, flashcards-phonics
# 1-34, flashcard # 126, cup with the name
sticks (see Starter-Lesson 4).
OUTCOMES:
By the end of the lesson Ps will be able to
identify the phonics ‘wh’, ‘ir’, ‘er’ and ‘ur’ in
words. They will be able to pronounce, read
and write them. They will also be able to
identify wh-questions.
55 Unit 7
 WARM-UP
Big Races
zzOrganise the class into two or three separate teams
(depending on the size of the class) and get them to
sit in lines facing the board. Number each P in the
team 1-10.
zzExplain to Ps that you are going to call out a number
and a P with that number from each team should
run up to the board and write a word you shout
(name the words from flashcards-phonics # 1-32 and
show the corresponding flashcard).
zzThe team that writes the most of right words wins
the game.
PRESENTATION
zzTake flashcards-phonics # 1-32 and put them on a
desk face down.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask several Ps to come up to the desk.
zzLet Ps one by one take a flashcard, show it to others
and read it aloud.
PB p. 92, t.1
zzGet Ps to open their PBs on page 92.
zzHold up your PB and point to exercise 1. Pay Ps’
attention to two yellow squares with the phonics
(‘wh’ and ‘ir’, ‘er’, ’ur’) and to the words that represent
the phonics.
zzTake flashcards-phonics # 33, 34 and start showing
them to Ps one by one. Name each flashcard and get
Ps to repeat each word after you several times.
zzTell Ps that they are going to listen to an audio and
follow each word according to the speaker.
zzPlay PB Audio (track Unit-7-Les_6-1).
zzWhile listening to the audio, hold up your PB and
point to each phonics and word according to the
speaker.
Script
Wh [w] white
Ir [ɜː] girl, bird
zzPlay the audio again and get Ps to point to the
words in their PBs according to the speaker.
zzWalk around the classroom and check whether Ps
need help.
Unit 7
PRACTICE
PB p. 92, t.2
zzHold up your PB and point to two sections with the
words with new phonics and wh-questions.
zzIn turn, read each of three wh-questions aloud. Ask
Ps to guess the meaning of the words ‘what’, ‘where’
and ‘when’ there.
zzShow them some more examples of wh-questions.
zzTell Ps that they are going to listen to an audio and
read the words and phrases.
zzPlay PB Audio (track Unit-7-Les_6-2).
zzWhile listening to the audio, hold up your PB and
point to each word and phrase according to the
speaker.
Script
What, where, when
When do you get up?
What do you like?
Where is your house?
Bird, girl, her, surname
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to read the words and phrases
one by one.
AB p. 77, t.1
zzGet Ps to open their ABs on page 77. Tell them to
take their pens.
zzExplain to Ps that they are going to complete the
words according to the pictures.
zzLet Ps do the task on their own. Walk around the
classroom and check whether Ps need help.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to name each word one by one.
PB p. 92, t.3
zzGet Ps to open their PBs on page 92.
zzHold up your PB and point to the word cloud (‘Hello.
My name is …’).
zzTake flashcard # 126 and show it to Ps. Name it and
get Ps to repeat the phrase after you several times.
zzTell Ps that they are going to listen to an audio and
find out what Max is having for lunch.
zzPlay PB Audio (track Unit-7-Les_6-3).
zzWhile listening to the audio, hold up your PB and
point to each line in the word cloud according to the
speaker.
56 Unit 7
 Script
Hello. My name is Max. My surname
is White. I am Tim’s friend. It’s lunchtime and I
am having fish and chips for lunch. But I don’t like
fish. I like chicken.
In the morning I like milk and a sandwich. I don’t
like eggs in the morning. For dinner I like rice and
tomatoes. I like tea and a cake for dinner, too.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to read the text in the word cloud
one by one (you can divide the text into parts and
ask Ps to read them).
PB p. 92, t.4
zzBefore doing the exercise, ask Ps, ‘When do we have
breakfast/lunch/dinner?’ Encourage them to answer
with the structures ‘in the morning, ‘at noon’, ‘in the
evening’.
zzHold up your PB and point to three questions under
the picture of Max.
zzTell Ps that they are going to read and answer the
questions about Max.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask a P to read the first one aloud (‘What
does Max like for breakfast?’)
zzEncourage him/her to search for the answer in the
word cloud and answer, ‘He likes milk and a sandwich
for breakfast.’
zzLet Ps read and answer the questions one by one.
ENDING
AB p.80, t.2
zzGet Ps to open their ABs on page 77. Tell them to
take their pens.
zzExplain to Ps that they are going to complete the
words and then answer the questions.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask a P to read the first question aloud
(‘_ _ at do you like for dinner?’).
zzIf a P says correctly, let him/her give the answer
about himself/herself. Get the rest of the Ps to
complete the word and answer the question about
themselves.
zzIf Ps understand how to do the exercise, let them do
it on their own.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask several Ps to stand up, hold up their
ABs and read the questions and their answers aloud.
Unit 7
HPB pp. 25-26
zzAsk Ps to open their HPBs on pages 25-26.
zzExplain to Ps that they are going to trace and write
some words and phrases.
zzAsk Ps to start tracing with the word ‘white’ and
finish with the sentence ‘Where is this bird?’.
LESSON 7
OBJECTIVES:
zzto introduce and practise the structures
‘Does he/she like …?’, ‘Yes, he/she does. /
No, he/she doesn’t.’
zzto practise speaking
VOCABULARY:
Jelly.
STRUCTURE:
He/She likes … Does he/she like …? Yes, he/
she does. / No, he/she doesn’t.
MATERIALS:
PB, AB, PB Audio, HPB, flashcards (see Warm-
Up), cup with the name sticks (see Starter-
Lesson 4), sheets of paper, scissors, pencils of
different colours or crayons, stapler.
OUTCOMES:
By the end of the lesson Ps will be able to ask
and answer questions about food preferences,
using the structures ‘He/She likes …’, ‘Does
he/she like …?’, ‘Yes, he/she does. / No, he/
she doesn’t.’
WARM-UP
What’s the Question?
zzTell Ps that they are going to play a game.
zzExplain to Ps that they should make up a question
and answer that question using a flashcard of an
object or a person. For example, a team has a
flashcard of two children having a picnic in the
garden, so Ps can make a question, e.g. ‘Where are
they?’. The answer will be ‘They are in the garden.’
zzDivide Ps into teams according to the number of
flashcards you have. You can give one flashcard to a
team or you can give several flashcards to each
team.
zzPut the flashcards on the front desk face down.
zzAsk your teams to come up and pick up one/a few
flashcards.
57 Unit 7
zzGive Ps several minutes to make up questions and
answers.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask teams to come up to the front of the
classroom, demonstrate their flashcards and say
their questions and answers.
PRESENTATION
PB p. 93, t.1
zzGet Ps to open their PBs on page 93.
zzHold up your PB and point to exercise 1.
zzTell Ps that they are going to listen to an audio
about Willy’s favourite food and say the chant.
zzPlay PB Audio (track Unit-7-Les_7-1).
zzWhile listening to the audio, hold up your PB and
point to each line according to the speaker.
Script
Jelly is yummy,
Jelly is sweet.
Willy likes yellow jelly to eat.
Jelly on potatoes,
Jelly on rice…
Willy likes jelly. It is very nice!
zzPlay the audio again, making pauses for Ps to
repeat each line. Do it twice.
zzExplain to Ps the meaning of the word ‘jelly’.
PRACTICE
PB p. 93, t.2
zzHold up your PB and pay Ps’ attention to the pictures
in exercise 2. Point to them and tell Ps that they are
going to listen to an audio about these children.
zzPlay PB Audio (track Unit-7-Les_7-2).
zzWhile listening to the audio, hold up your PB and
point to each picture according to what the speaker
says.
Script
Does Tracy like hot chocolate? – Yes, she does.
Does Luke like hot chocolate? – No, he doesn’t.
Does Liz like hot chocolate? – No, she doesn’t.
Does Ben like pears? – No, he doesn’t.
Does Vic like yogurt? – Yes, she does.
Does Nick like pears? – Yes, he does.
zzTell Ps that they are going to listen to the audio
again but this time they should point to each picture
according to the speaker in their PBs.
Unit 7
zzPlay the audio again and get Ps to listen and point.
zzWalk around the classroom and check whether Ps
need help.
PB p. 93, t.3
zzHold up your PB and point to exercise 3.
zzTell Ps that they are going to look at the pictures
and say what everyone depicted likes to eat or drink.
zzPoint to the word cloud (‘Tracy likes hot chocolate’)
and read it aloud. Encourage Ps to repeat the phrase
after you several times.
zzPay Ps’ attention to the verb ending with ‘-s’. Explain
to them that we add an ‘-s’ (‘-es’) to the verb to say
what he/she/it does.
zzRemind Ps that we don’t change the verb to say
what I/we/you/they do.
zzPoint to yourself and say, e.g. ‘I like tea.’ Come up to
a P and ask him/her, ‘What do you like?’ Then say,
‘He/She likes …’ Give Ps some more examples.
zzExplain to Ps that we use this structure to talk about
likes and dislikes and routines.
zzPoint to the first character and name her (Tracy).
Then trace the red line (from Tracy to ‘hot chocolate’),
point to ‘hot chocolate’ in the picture and say, ‘Tracy
likes hot chocolate’.
zzUse the cup with the name sticks to ask several Ps to
point to a character one by one and name him/her
(from left to right: Tracy, Luke, Liz, Ben, Vic, Nick),
then trace a line from the character to his/her food/
drink and say, e.g. ‘Luke likes strawberries’.
PB p. 93, t.4
zzHold up your PB and point to exercise 4.
zzTell Ps that they are going to make their own
dialogues.
zzPoint to the first word cloud (‘Does Tracy like
yogurt?’) and read it aloud. Then, point to the two
possible answers ‘Yes, she does.’ and ‘No, she doesn’t.’
and read them aloud. Get Ps to repeat each phrase
after you several times.
zzTell Ps that we use ‘does’ to make questions about
what he/she/it does.
zzRemind Ps that we use ‘do’ to make questions about
what I/we/you/they do.
zzCome up to a P and ask him/her, e.g. ‘Do you like
lemonade?’ Encourage him/her to answer, ‘Yes, I do’
or ‘No, I don’t’.
zzDepending on his/her answer, ask the others, ‘Does
(P’s name) like lemonade?’
zzEncourage Ps to answer in chorus, ‘Yes, he/she does’
or ‘No, he/she doesn’t’.
58 Unit 7
zzRepeat the procedure with the question ‘Does he/ paper with a stapler (see number 6).
she like lemonade?’ zzCome up to each P and check whether he or she
zzPoint out that ‘n’t’ is the short form of ‘not’. needs help.
zzAsk a volunteer to come up to the front of the zzHold up your PB and point to the word cloud (‘Ann
classroom. likes … for breakfast. She likes … for lunch. She likes
zzAsk him/her the question, ‘Does Tracy like yogurt?’ … for dinner). Read it aloud.
and point to the picture of Tracy in exercise 3. zzTell Ps that they are going to look at the sheets with
zzEncourage him/her to answer, ’No, she doesn’t’. Then cards and say what their classmates like for
ask another question, ‘Does she like hot chocolate?’. breakfast, lunch and dinner.
Let the P answer, ‘Yes, she does’. zzFor example, ask a P to hold up his/her sheet with
zzDivide your class into pairs using the cup with the cards and say, e.g. ‘Taras likes ham and a toast for
name sticks (see Starter-Lesson 4) and let Ps make breakfast’. Encourage the P to consult the breakfast
similar dialogues on their own. cards and so on.
zzWalk around the classroom and check whether Ps zzUse the cup with the name sticks (see Starter-
need your help. Lesson 4) to ask Ps to take their sheets with cards
zzAsk several pairs to come up to the front of the and say what their classmates like using the
classroom and role play their own dialogues. structures ‘…(name) likes … for breakfast. He/She
PB p. 93, t.5 likes … for lunch. He/She likes … for dinner.’
zzGet Ps to open their PBs on page 93.
zzHold up your PB and point to exercise 5. ENDING
zzTell Ps that they are going to make cards with food
AB p. 78, t.1
and drinks they like.
zzGet Ps to open their ABs on page 78. Tell Ps to
zzHand out sheets of paper and ask Ps to take their
prepare their pens.
pencils of different colours or crayons and scissors.
zzHold up your AB and point to exercise 1.
zzPoint to the instructions (numbers 1-4) and explain
zzExplain to Ps that they are going to fill in the
to Ps how to make cards and caption them.
sentences with ‘do’ or ‘does’.
zzGive Ps several minutes to do this.
zzUse the cup with the name sticks (see Starter-
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to read the sentences aloud one
Lesson 4) to divide Ps into pairs.
by one and fill in the blank spaces.
zzTell Ps that they are going to do a survey to find out
zzWalk around the classroom and check whether Ps
what their classmate likes.
are writing correctly.
zzExplain to Ps that they should ask each other
HPB pp. 26-27
questions, ‘What do you like for breakfast/lunch/
zzAsk Ps to open their HPBs on pages 26-27.
dinner?’ and answer them using the structure ‘I like
zzExplain to Ps that they are going to trace and write
… for breakfast/lunch/dinner’.
some phrases.
zzFor example, P1 asks,‘What do you like for breakfast?’
zzAsk Ps to start tracing with the sentence ‘Max likes
P2 says, e.g. ‘I like eggs and juice for breakfast’ and
tea for breakfast’ and finish with the sentence ‘He
hands out his/her breakfast cards and vice versa.
likes milk for dinner’.
zzLet Ps work in pairs. Walk around the classroom and
check whether Ps need help.
PB p. 93, t.6
zzHold up your PB and point to the section number 5
of the instructions.
zzTell Ps that they should draw the appropriate emoji
and write down ‘… (name of the classmate with
whom they work) likes’ on a sheet of paper.
zzAfter that, Ps should put all the correct cards in
order (first breakfast cards, then lunch cards and
finally dinner cards) and stick them to a sheet of

Unit 7 59 Unit 7
 LESSON 8 Story Time
OBJECTIVES:
zzto introduce new vocabulary
zzto practise the structure ‘He’s buying a
mango’
zzto practise food vocabulary
zzto develop Ps’ listening and speaking skills
VOCABULARY:
Shop, to buy, mango, lemon, vanilla ice-
cream, to shine, to mix
STRUCTURE:
He’s buying a mango.
MATERIALS:
PB, PB Audio, AB, MP, poster # 19, flashcards
# 107-116, 118-127, cup with the name sticks
(see Starter-Lesson 4), picture of a shop,
picture of a mango.
OUTCOMES:
By the end of the lesson Ps will be able to
follow and understand the order of the story.
They will also be able to retell the story.
WARM-UP
Musical Words
zzDivide Ps into sections (you can use hula hoops or
tape).
zzPlace flashcards # 107-116, 118-127 into sections
and tell Ps that they are going to play a game.
zzAsk Ps to dance around the flashcards. Play some
music. When the music stops, shout out a word and
Ps have to find and stand in the section of that word.
PRESENTATION
zzBefore the lesson, print two pictures of a shop and a
mango. Stick them to the board.
zzName each picture and get Ps to repeat each word
after you several times.
zzExplain to Ps that a shop is a place where you can
buy food and other things.
zzAsk Ps whether they know what mango is. Explain to
Ps that mango is a fruit that grows in hot places like
Africa. We can buy it here in Ukraine in some shops.
zzAsk Ps whether they go to a shop on their own and
what they buy there. Have a short conversation with
Ps.
Unit 7
PRACTICE
PB p. 94, t.1
zzStick poster # 19 to the board.
zzPoint to it and ask Ps if they remember Luke. Remind
Ps who Luke is.
zzTell Ps that they are going to find out what Luke is
doing now.
zzPlay PB Audio (track Unit-7-Les_8-1-Story Time) and
get Ps to listen.
zzWhile listening to the audio, point to each picture
and character on poster # 19 according to the
speaker. Do it twice.
OR
zzPlay MP (Unit-7-Story-1).
Script
1. Luke’s going to the shop.
2. He’s buying a mango, 2 bananas, 3 oranges,
3 lemons and a box of vanilla ice-cream.
3. Luke’s going home.
4. He takes a banana.
5. He’s eating the banana. Yummy!
6. He meets Pete, “Let’s play football.”
7. Luke’s playing football.
8. The sun is shining. It’s hot.
9. Oh, no! The ice-cream!
zzExplain to Ps the meaning of the word ‘to shine’. Tell
Ps when the sun is shining, it makes you feel hot.
Make sure Ps have understood what happened at
the end of the story.
zzGet Ps to open their PBs on page 94.
zzTell Ps that they are going to listen to the audio
again and follow the story pointing to pictures in
their PBs.
zzPlay PB Audio (track Unit-7-Les_8-1-Story Time).
zzWalk around the classroom and check whether Ps
need your help.
PB p. 94, t.2
zzHold up your PB and pay Ps’ attention to the lines
under or next to the pictures.
zzTell Ps that they are going to read the lines.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to read the lines one by one.
PB p. 94, t.3
zzInvite several Ps to come up to poster # 19 and
repeat the lines one by one, pointing to each
character and picture (you can also use the cup with
the name sticks (see Starter-Lesson 4) to invite Ps to
come up to poster # 19 and tell the story).
60 Unit 7
 PB p. 95, t.4
zzDivide your class into groups of two Ps in a group,
according to the number of characters we have in
the story. You can also appoint a narrator from the
class.
zzTell Ps that they are going to have a role play.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to choose which part each P is going to
play.
zzLet Ps practise the story on their own. Then ask
several groups to come up to the front of the
classroom and act out the story.
PB p. 95, t.5
zzGet Ps to open their PBs on page 95.
zzTell Ps that they are going to listen to an audio and
find out what “African dream” is.
zzHold up your PB and point to exercise 5.
zzPlay PB Audio (track Unit-7-Les_8-5).
zzWhile listening to the audio, hold up your PB and
point to each line according to the speaker.
OR
Play MP (Unit-7-Songs_and_Chants-5).
Script
A mango, two bananas,
three oranges and lemons, too.
I can make a sundae.
What about you?
Ref.:
African dream, African dream:
Lots of fruit, lots of ice-cream!
Mix the fruit, one, two, three.
It's very good, as you can see.
Ref.
zzPlay the audio again, making pauses for Ps to repeat
each line.
zzSay the line ‘Mix the fruit, one, two, three’ aloud.
Make a gesture as if you mix the fruit.
zzTell Ps that they are going to sing a song.
zzPlay the audio again and get Ps to sing along.
ENDING
AB p. 79, t.1
zzGet Ps to open their ABs on page 79.
zzExplain to Ps that they are going to number the
pictures in the right order.
zzFold the poster and play PB Audio (track Unit-7-
Les_8-1-Story Time).
zzTell Ps to think and number the pictures in the
Unit 7
sequence of the story.
zzWalk around the classroom and check whether Ps
have numbered the pictures correctly.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to invite Ps to come up to the board and
say the right order.
LESSON 9
Into Your Portfolio
OBJECTIVES:
zzto practise food vocabulary
zzto develop Ps’ motor skills and writing
skills
VOCABULARY:
Plate.
MATERIALS:
PB, AB, flashcards # 107-128, balloon, paper
stickers, sheets of paper, pencils of different
colours or crayons, scissors, glue.
OUTCOMES:
By the end of the lesson Ps will be able to
make a food plate. They will also be able
to sort out their likes and dislikes regarding
food.
WARM-UP
Find and write the word
zzBefore the lesson, stick flashcards # 107-128 to the
walls in the classroom. Cover the words typed under
each picture with paper stickers. Ps shouldn’t see
the written words.
zzTell Ps that they are going to play a game.
zzExplain to Ps that they should walk around the
classroom and look for the flashcards of food words
they’ve learnt previously.
zzHand out sheets of paper and tell Ps to take their
pens.
zzGet Ps to go around the classroom and make a list of
these words (you can also set time limits for this
game).
zzAfter Ps have finished the task (or when the time is
up), ask Ps to name words on their lists (you can
encourage Ps by giving them some small prizes,
especially those Ps who found all flashcards and
wrote the words correctly).
61 Unit 7

PRESENTATION
zzExplain to Ps that this lesson and the next one are
called ‘Into Your Portfolio’.
zzTell Ps that the crafts they make during such lessons
will be stored in the classroom.
zzTake flashcards # 107-116, 118-128 and start showing
them to Ps one by one, asking, e.g. ‘Is it a mushroom?’
zzShow, for example, the flashcard of a pear and ask, ‘Is it
a mushroom?’
zzEncourage Ps to answer, ‘No, it isn’t. It is a pear.’
PRACTICE
PB p. 96, t.1
zzGet Ps to open their PBs on page 96.
zzTell Ps that they are going to make a plate and
decorate it with cards, showing food they like and
food they don’t like.
zzHold up your PB and point to the instructions
illustrated by the pictures. Explain to Ps how to
make the plate and cards.
zzHand out sheets of paper and tell Ps to take their
pencils of different colours or crayons, scissors and
glue and start drawing.
zzLet Ps use their imagination and make their crafts
the way they like.
zzWalk around the classroom and check whether Ps
need help.
AB p. 80, t.1
zzGet Ps to open their ABs on page 80.
zzTell Ps that they are going to look at the pictures
and write down what they like and what they don’t
like in the corresponding column.
zzPoint to the happy emoji (column 1) and tell Ps to
write down what they like there.
zzPoint to the sad emoji (column 2) and tell Ps to write
down what they don’t like there.
zzIf Ps understand how to do the exercise, let them do
it on their own.
zzAfter Ps have finished the task, use the cup with the
name sticks (see Starter-Lesson 4) to ask Ps to read
what they like and what they dislike one by one.
ENDING
Play with a Balloon
zzExplain to Ps that they are going to play with a balloon.
Throw the balloon into the middle of the group and
everyone has to keep it from touching the floor.
Unit 7
zzTell Ps to name food or drinks and toss the balloon
to each other, e.g. P1 tosses the balloon and says,
‘banana’, P2, who catches the balloon, tosses it and
says, ‘orange’ and so on.
LESSON 10
Into Your Portfolio
OBJECTIVES:
zzto practise the structures ‘Do you like …?’,
‘Yes, I do. / No, I don’t.’, ‘He/She likes …’, ‘He/
She doesn’t like …’
zzto develop Ps’ speaking skills
MATERIALS:
PB, flashcards # 107-116, 118-128, cup with
the name sticks.
OUTCOMES:
By the end of the lesson Ps will be able to talk
about food preferences, using previously learnt
structures.
WARM-UP
Tunnels
zzDivide Ps into two teams. Children pair up and each
pair chooses a different food item.
zzThey then stand opposite each other in two lines
(similar to line dancing) and make a tunnel with
their hands.
zzCall out a food item randomly. Once a pair’s ‘food’
has been called, they run through the tunnel, then
back round the outside and race back to their
original places.
PRESENTATION
zzRemind Ps that this lesson is called ‘Into Your
Portfolio’, the same as the previous one.
zzTell Ps that the crafts they make during such
lessons will be stored in the classroom.
zzRemind Ps what they’ve made at the previous
lesson.
zzTake flashcards # 107-116, 118-128 and start
showing them to Ps one by one, asking, e.g. ‘Do you
like fish?’ Get a P to answer, ‘Yes, I do. / No, I don’t.’
zzHand out the flashcards and get Ps to have mini-
dialogues with each other on their own.
62 Unit 7
zzWalk around the classroom and check whether Ps
need help.
PRACTICE
PB p. 96, t.2
zzGet Ps to open their PBs on page 96.
zzHold up your PB and point to exercise 2.
zzTell Ps that they are going to make their own
dialogues.
zzAsk a volunteer to come up to the front of the
classroom with his/her food plate.
zzHave a look at the plate and ask the P, e.g. ‘Do you
like chicken?’ Encourage him/her to answer, ‘Yes, I
do. / No, I don’t.’ Ask the P about several food items.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to divide Ps into pairs.
zzLet Ps do the task on their own. Walk around the
classroom and check whether Ps need help.
zzUse the cup with the name sticks (see Starter-Lesson 4)
to invite several pairs to come up to the front of the
classroom and act out their dialogues in turn.
PB p. 96, t.3
zzTell Ps that they are going to tell the class what food
their partner likes/doesn’t like.
zzHold up your PB and point to the word cloud (‘She
likes ice-cream and …. She doesn’t like bananas’).
Read it aloud, pointing to each line.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to come up to the front of the
class and describe what food their partner likes and
dislikes.
zzEncourage Ps to use the structures as it says in the
word cloud.
ENDING
Guess the Letter
zzTell Ps that they are going to play a guessing game.
zzBefore playing game, get Ps to repeat the alphabet
in chorus.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to invite a P to come up to the front of the
classroom.
zzPut flashcards # 107-116, 118-128 on a desk face
down and ask the P to choose one. Tell him/her not
to show the flashcard to Ps.
zzMake sure the P standing next to you can spell the
word correctly.
zzDraw as many blank lines on the board as the
Unit 7
number of letters in the word. For example, draw
eight lines for the word ‘cucumber’.
zzTell the rest of the Ps to guess the word one by one
by calling out letters.
zzEncourage them to use the structure, e.g. ‘Is it B?’
The P who picked up the flashcard answers, ‘Yes, it
is.’ or ‘No, it isn’t’ and so on.
zzAfter someone has guessed the correct letter, fill in
the line on the board.
zzYou can invite someone who guessed the first word to
draw what is depicted on that flashcard the way he/
she likes. Then show the flashcard to the others.
LESSON 11 Revision
OBJECTIVES:
zzto review the language of the unit
zzto reflect on Ps’ learning
RECYCLED LANGUAGE:
Food. Drinks. Mealtimes. Food shopping.
Table at a birthday party. Birthday greetings.
Phonics ‘ch’, ‘wh’, and ‘ir/er/ur’. Articles ‘a’ and
‘an’. Structures ‘It’s lunchtime’, ‘Let’s have …’,
‘Can I have some …?’, ‘Here you are’, ‘I like …
but I don’t like…’, ‘Does he/she like …?’, ‘Yes,
he/she does. / No, he/she doesn’t.’, ‘Three
tomatoes, please’, ‘Sorry, no cucumbers.’
MATERIALS:
PB, MP, cup with the name sticks (see Starter-
Lesson 4), pencils of different colours or
crayons, sheets of paper.
OUTCOMES:
By the end of the lesson Ps will be able to
do a survey and complete the table with its
results. Ps will also be able to identify the
learnt phonics, articles ‘a’ and ‘an’ and the
conjunction ‘but’.
WARM-UP
MP Unit 7. Words, 1
zzExplain to Ps that they are going to play a game.
zzTell Ps that they should find a match to each word
on the interactive multimedia board.
zzIn this game you have 4 layouts, so you can divide
your class into 4 teams and let each team one by
one do the exercise.
zzPlay MP (Unit-7-Words-1).
63 Unit 7
zzUse the cup with the name sticks (see Starter-Lesson 4)
to choose a team to play the game first and so on.
zzYou can time each team and afterwards choose the
winners or you can play this game for fun and
revision.
PRESENTATION
MP Unit 7. Words, 2
zzTell Ps that they are going to play another game in
which they should click on things in the picture.
zzPlay MP (Unit-7-Words-2).
zzUse the cup with the name sticks (see Starter-
Lesson  4) to ask Ps to come up to the multimedia
board one by one and click on things that the
speaker names.
Script
Click on the chicken. Click on the cucumber.
Click on the lemonade. Click on the mushroom.
Click on the pear. Click on the potato.
Click on the strawberry. Click on the salad.
Click on the cherry. Click on the chips.
Click on the carrot. Click on the fruit.
Click on the tomato. Click on the vegetables.
PRACTICE
PB p. 97, t.1
zzBefore you start doing the exercise, get Ps to remind
the parts of the face.
zzPoint to your face and say, ‘face’. Then point to your
eyes, ears, nose and mouth and say, ‘eyes’ and so on.
zzEncourage Ps to point to the respective parts of
their faces and repeat each word after you.
zzTell Ps that they are going to draw two faces.
zzExplain to Ps that Face 1 should be made of fruit
and Face 2 should be made of vegetables.
zzHand out sheets of paper and ask Ps to take their
pencils of different colours or crayons and start
drawing.
zzLet Ps use their imagination and make pictures the
way they like.
zzGive Ps several minutes for drawing. Walk around
the classroom and check whether Ps need help.
zzGet Ps to open their PBs on page 97.
zzTell Ps that they are going to describe the faces
they’ve drawn.
zzHold up your PB and point to the two word clouds
(‘The eyes are oranges’ and ‘The nose is a carrot’) in
exercise 1. Read them aloud, pointing to each line.
Unit 7
zzThen point to each fruit in the picture and start
describing it, e.g. ‘The ears are cherries. The eyes are
oranges. The nose is a pear. The mouth is a banana.’
zzRepeat the procedure for the vegetable face.
zzUse the cup with the name sticks (see Starter-
Lesson  4) to ask Ps to come up to the board and
describe their fruit and vegetable faces in turn.
PB p. 97, t.2
zzHold up your PB and point to the table in exercise 2.
Explain to Ps the meaning of the word ‘table’ for this
purpose.
zzTell Ps that they are going to copy the table into
their exercise books.
zzExplain to them that they are going to fill in the
table only with the words in bold (‘name’, ‘cucumbers’,
‘carrots’, ‘orange’) and the emoji.
zzGet Ps to open their exercise books, take their pens,
pencils and rulers and copy the table.
zzWalk around the classroom and check whether Ps
need help.
PB p. 97, t.3
zzHold up your PB and point to the table in exercise 2.
zzPay Ps’ attention to the names and ticks.
zzExplain to Ps that they are going to do a survey of
group members and complete the table.
zzUse the cup with the name sticks (see Starter-
Lesson  4) to divide Ps into groups of 3-4 Ps in a
group (depending on the class size).
zzGet Ps to take their exercise books and work in
groups, asking each other the question, ‘Do you like
…?’ and answering it, using the structure ‘Yes, I do. /
No, I don’t.’
zzFor example, P1 asks P2, e.g. ‘Do you like cucumbers?’
P2 answers, e.g. ‘No, I don’t’, so P1 writes P2’s name
in the column ‘Name’ and ticks the P2’s answer in
the column ‘cucumbers’ under the appropriate emoji
and so on.
zzLet Ps work in groups. Walk around the classroom
and check whether Ps need help.
PB p. 97, t.4
zzTell Ps that they are going to tell the class what
their mates like and don’t like.
zzHold up your PB and point to the word cloud (‘Ben
likes cucumbers. But Ann doesn’t like cucumbers’) in
exercise 4. Read it aloud pointing to each line.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to come up to the front of the
class and talk about their mates.
zzEncourage Ps to use the structures as it says in the
word cloud.
64 Unit 7
 MP Unit 7. Games, 1
zzExplain to Ps that they are going to play a game in
which they should listen to the speaker, then read
the variants and choose the correct variant according
to what the speaker says.
zzPlay MP (Unit-7-Games-1).
Script
Chips, lunch, when, girl.
zzUse the cup with the name sticks (see Starter-
Lesson  4) to ask Ps to come up to the multimedia
board one by one and choose the correct variants.
ENDING
MP Unit 7. Phonics and Reading, 1
zzExplain to Ps that they are going to play another
game in which they should move letters to the
empty squares to make words that are depicted in
the pictures.
zzPlay MP (Unit-7-Phonics_and_Reading-1).
zzUse the cup with the name sticks (see Starter-
Lesson  4) to ask Ps to come up to the multimedia
board one by one and make words.
LESSON 12 Revision
OBJECTIVES:
zzto review the language of the unit
zzto reflect on Ps’ learning
RECYCLED LANGUAGE:
Food. Drinks. Mealtimes. Food shopping.
Table at a birthday party. Birthday greetings.
Phonics ‘ch’, ‘wh’, and ‘ir/er/ur’. Articles ‘a’ and
‘an’. Structures ‘It’s lunchtime’, ‘Let’s have …’,
‘Can I have some …?’, ‘Here you are’, ‘I like …
but I don’t like…’, ‘Does he/she like …?’, ‘Yes,
he/she does. / No, he/she doesn’t.’, ‘Three
tomatoes, please’, ‘Sorry, no tomatoes.’
MATERIALS:
PB, AB, PB Audio, MP, cup with the name sticks
(see Starter-Lesson 4), pencils of different
colours or crayons, squared paper, scissors.
OUTCOMES:
By the end of the lesson Ps will be able to use
the language of the unit in games. They will
also be able to identify the learnt phonics and
use the articles ‘a’ and ‘an’.
Unit 7
WARM-UP
MP Unit 7. Games, 2, Part 1
zzExplain to Ps that they are going to play a game in
which they should match the audio to the picture.
zzTell Ps that they are going to click on the audio signs
and listen to the words, then click on the appropriate
tick that corresponds to the picture.
zzPlay MP (Unit-7-Games-2-Part_1).
zzUse the cup with the name sticks (see Starter-
Lesson  4) to ask Ps to come up to the multimedia
board one by one and play the game.
PRESENTATION
MP Unit 7. Phonics and Reading, 2
zzExplain to Ps that they are going to play another
game in which they should move the letters to the
empty squares to make words that the speaker says.
zzPlay MP (Unit-7-Phonics_and_Reading-2).
zzUse the cup with the name sticks (see Starter-
Lesson  4) to ask Ps to come up to the multimedia
board one by one and make words.
PRACTICE
PB p. 98, t.5
zzBefore the lesson, divide some paper into squares
large enough for Ps to draw on. Each group will
need 32 squares.
zzBefore the lesson, write 8 food names on the board.
Best to choose count nouns so that Ps can practise
articles ‘a’/’an’.
zzGet Ps to open their PBs on page 98. Hold up your
PB and point to picture 1.
zzTell Ps that they are going to make mini-cards of
food and play a shopping game.
zzUse the cup with the name sticks (see Starter-
Lesson  4) to divide Ps into groups of 3-4 Ps per
group (depending on the class size).
zzHand out the prepared paper and pay Ps’ attention
to the words on the board. Ask a P to read them
aloud.
zzTell each group to cut out squares first and then
draw each food item four times (you can also ask
some Ps to cut out while others start drawing).
zzAsk Ps to take their scissors and pencils of different
colours or crayons and start cutting out and drawing.
zzAfter Ps have finished drawing, explain to them how
to play the game. Holding your PB, point to each
65 Unit 7
 picture and say that each player should try to collect Point to the pictures of Vic/Ben to prompt a P.
three sets of cards to win the game. AB p. 81, t.1
zzThe winner is the first player in a group to collect zzGet Ps to open their ABs on page 81 and take their
three different packs of cards, each pack composed pens.
of four identical cards. zzHold up your AB and point to exercise 1.
zzEncourage Ps to use the structures, ‘Can I have a/an zzTell Ps that they are going to look at the pictures
…?’, ‘Yes, here you are.’ / ‘Sorry, no …’. and complete the sentences.
zzChoose a P in each group to shuffle the cards and zzEncourage Ps to consult the text on page 99 in their
start the game. PBs.
zzWalk around the classroom and check whether Ps zzWalk around the classroom and check whether Ps
need help. are writing correctly.
PB p. 99, t.6
zzGet Ps to open their PBs on page 99. ENDING
zzHold up your PB and point to the queen in the
MP Unit 7. Games, 2, Part 2
picture. Ask Ps whether they remember who the
zzExplain to Ps that they are going to play a game in
queen is.
which they should finish sentences or dialogues.
zzExplain to Ps who the king, prince and princess are,
zzTell Ps that they are going to listen to the speaker first.
pointing to each character accordingly.
zzThen they should click on the audio signs and listen
zzTell Ps that they are going to listen to an audio and
to the words or phrases and after that click on the
match the food on the table to the characters.
appropriate tick to finish the sentence or dialogue.
zzPlay PB Audio (track Unit-7-Les_11-12_6-Revision).
zzPlay MP (Unit-7-Games-2-Part_2).
zzWhile listening to the audio, point to each character
zzUse the cup with the name sticks (see Starter-
and picture according to the speaker.
Lesson  4) to ask Ps to come up to the multimedia
Script board one by one and do the exercise.
The king likes potatoes.
The king says, ‘Can I have potatoes, please?’
The queen likes chicken.
The queen says, ‘Can I have some chicken, please?’
The prince likes soup.
The prince says, ‘Can I have some soup, please?’
The princess likes sweets.
The princess says, ‘I don’t like potatoes. I don’t like
chicken. I don’t like soup. Can I have some sweets, please?’

zzPlay the audio again, making pauses for Ps to match

and repeat.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to do the task in turn.
PB p. 99, t.7
zzHold up your PB and point to the text on page 99.
zzTell Ps that they are going to read the text and
answer the question.
zzUse the cup with the name sticks (see Starter-Lesson 4)
to ask Ps to read the text one by one (you can divide
the text into parts and ask Ps to read the parts).
zzAfter reading, the text read the last two sentences
aloud (‘Look at Vic and Ben. What do they like?’)
zzUse the cup with the name sticks (see Starter-
Lesson 4) to invite Ps to answer the question.
zzEncourage Ps to use the structure, ‘He/She likes …’

Unit 7 66 Unit 7
UNIT 8
SEASONS AND CLOTHES
LESSON 1
OBJECTIVES:
zzto introduce and practise season and
weather vocabulary
zzto introduce the structures ‘It’s cold/hot’, ‘It
is raining/snowing’
zzto introduce and practise the structures
‘When is your birthday?’, ‘It’s in ...’
VOCABULARY:
Cold, hot, rain, snow, spring, summer, autumn,
winter, bright.
STRUCTURE:
It’s cold. It’s hot. It is raining. It is snowing.
When is your birthday? It’s in …
MATERIALS:
PB, AB, PB Audio, MP, flashcards # 129-136,
cup with the name sticks (see Starter-Lesson
4), objects related to the seasons and weather
(flowers, gloves, a toy sun, an umbrella),
present box.
OUTCOMES:
By the end of the lesson Ps will be able to
name the seasons and identify the weather.
They will also be able to ask the question
‘When is your birthday?’ and answer it using
the structure ‘It’s in …’
WARM-UP
zzPlace objects related to seasons and weather such
as flowers, gloves, a toy sun, an umbrella and a
present box on your desk.
zzTell a P to come to the front of the class and blindfold
him/her.
zzInstruct him/her to choose an object from the desk
and ask him/her, ‘What is it?’ The P tries to guess
what it is by feeling it and saying, ‘Is it an umbrella?’
etc. The rest of the class shouts ‘Yes, it is’ or ‘No, it
isn’t.’
zzRepeat the procedure with other Ps.
Unit 8
PRESENTATION
PB p. 100, t.1
zzGet Ps to open their PBs on page 90.
zzHold up your PB and point to exercise 1.
zzAsk Ps what they see in the pictures. Encourage
them to say ‘sun’, ‘hot’, ‘cold’.
zzTell Ps that they are going to listen to an audio and
learn some new words.
zzPlay PB Audio (track Unit-8-Les_1-1).
zzWhile listening to the audio, show flashcards # 129-
132 according to the speaker.
Script
It’s cold. It’s hot.
It is raining. It is snowing.
zzPlay the audio again and get Ps to point to the
pictures in exercise 1 according to the speaker.
zzWalk around the classroom and check whether Ps
need help.
zzPlay the audio again, making pauses for Ps to repeat
each phrase. Do it several times.
PRACTICE
PB p. 101, t.2, 3
zzTake flashcards # 129-132 and start showing them to
Ps one by one, making an appropriate movement.
zzName each flashcard. Get Ps to repeat each phrase
after you several times, copying your movements.
zzExplain to Ps that we use these structures to talk
about the weather. You can ask Ps to look through
the window and tell Ps about the weather outside.
AB p. 82, t.1
zzAsk Ps to open their ABs on page 82 and take their
pens.
zzHold up your AB and point to the structures in white
squares (exercise 1). Read them aloud. While reading,
point to each structure accordingly.
zzExplain to Ps that they should use these structures
to caption the pictures.
zzPay Ps’ attention to the blank lines under each
picture.
zzLet Ps do the task on their own. Walk around the
classroom and check whether Ps need help.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to read the sentences one by one.
PB p. 100, t.2
zzTake flashcards # 133-136 and start showing them to
Ps one by one.
67 Unit 8
zzName each flashcard and get Ps to repeat each word
after you several times.
zzUsing simple structures, explain to Ps that these are
four periods of the year, and how spring/summer is
different from autumn/winter, each having its
weather.
zzEncourage Ps to guess what season it is now, using
the structure ‘Is it ...?’
zzGet Ps to open their PBs on page 100.
zzTell Ps that they are going to listen to an audio and
sing a song.
zzHold up your PB and point to exercise 2.
zzPlay PB Audio (track Unit-8-Les_1-2).
zzWhile listening to the audio, hold up your PB and
point to each line according to the speaker.
OR
Play MP (Unit-8-Songs_and_Chants-1).
Script
Spring is green.
Summer is bright.
Autumn is yellow.
Winter is white.
zzExplain to Ps the meaning of the word ‘bright’.
zzPlay the audio again, making pauses for Ps to repeat
each line.
zzPlay the audio again and get Ps to sing along.
AB p. 82, t.2
zzGet Ps to open their ABs on page 82 and take their
pens.
zzHold up your AB and point to exercise 2.
zzExplain to Ps that they are going to complete the
words according to the pictures.
zzLet Ps do the task on their own. Walk around the
classroom and check whether Ps need help.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to name each word one by one.
PB p. 100, t.3
zzGet Ps to open their PBs on page 100.
zzHold up your PB and point to the picture in exercise 3.
zzAsk Ps what they see in the picture. Encourage them
to use words such as ‘children’, ‘ball’, ‘bike’ and ‘spring’.
zzTell Ps that they are going to listen to an audio and
find out what children are talking about.
zzPlay PB Audio (track Unit-8-Les_1-3).
zzWhile listening to the audio, hold up your PB and
point to each character according to the speaker.
Unit 8
Script
Vic: When is your birthday, Ben?
Ben: It’s in summer.
Liz: I like summer. It is hot. I like summer
holidays.
Ben: When is your birthday, Vic?
Vic: My birthday is in autumn. I don’t like
autumn. It is raining. Is your birthday in
autumn, Liz?
Liz: No, it isn’t. It’s in winter. Do you like
winter?
Vic: Well, yes, I do. It’s cold, but I like when it is
snowing.
Nick: And my birthday is in spring. Listen! We’ve
got our birthdays in all of the seasons:
winter, spring, summer and autumn!
Liz: Wow! That’s great!
zzAsk Ps whether they’ve heard some new words
(‘holidays’). Explain the meaning of this word to Ps.
zzPlay the audio again, making pauses for Ps to repeat
each line. Do it twice.
PB p. 100, t.4
zzDivide your class into groups of four Ps per group,
according to the number of characters we have in
the dialogue.
zzTell Ps that they are going to have a role play.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to choose which part each P is going to play.
zzLet Ps practise the dialogue on their own.
zzThen ask several groups to come up to the front of
the class and act out the dialogue.
PB p. 100, t.5
zzHold up your PB and point to exercise 5.
zzTell Ps that they are going to find out when
everyone’s birthday is.
zzPoint to the word clouds and read them aloud
(‘When is your birthday?’ and ‘It’s in ...’).
zzCome up to a P and ask him/her, ‘When is your
birthday?’ Encourage him/her to answer your
question, e.g. ‘It’s in winter.’
zzThen encourage the P to ask you the same question.
Answer it, ‘It’s in ...’
zzGet Ps to make mini-dialogues on their own.
zzWalk around the classroom and check whether Ps
need help.
ENDING
AB p. 82, t.3
zzGet Ps to open their ABs on page 82 and take their
68 Unit 8
 pens.
zzHold up your AB and point to exercise 3.
PRESENTATION
zzExplain to Ps that they are going to complete the zzAsk Ps what the weather is like today and what season
sentence. it is. Encourage them to use the structure, ‘It’s …’.
zzLet Ps do the task on their own. zzTake flashcards # 137-141, 164 and start showing
zzUse the cup with the name sticks (see Starter- them to Ps one by one, making an appropriate
Lesson 4) to ask several Ps to stand up, hold up their movement.
ABs and read the sentence aloud. zzName each flashcard. Get Ps to repeat each word
after you several times, copying your movements.
LESSON 2 PB p. 101, t.1
zzGet Ps to open their PBs on page 101.
zzHold up your PB and point to each of the four parts
OBJECTIVES:
of the text next to the pictures.
zzto introduce and practise the vocabulary of
zzAsk Ps what they see in the pictures. Encourage
season activities
them to say ‘children’, ‘bird’ etc and name each
zzto introduce and practise the structures ‘It
season.
is sunny’, ‘Watch TV’, ‘Stay at home’, ‘Make a
zzTell Ps that they are going to listen to an audio and
snowman’
follow each word according to the speaker.
zzto practise the structure ‘I can …’
zzPlay PB Audio (track Unit-8-Les_2-1).
VOCABULARY:
zzWhile listening to the audio, hold up your PB and
Sea, snowman, TV, to watch, to stay, to skate,
point to each line according to the speaker.
to ski.
STRUCTURE: Script
It is sunny. And so can you! Watch TV. Stay at 1. It is sunny, 3. It is raining,
home. Make a snowman. Jump and run, Watch TV,
MATERIALS: Ride a bike, Stay at home,
PB, AB, PB Audio, AB Audio, MP, flashcards # It is fun. Drink some tea!
137-141, 164, cup with the name sticks (see 2. It is hot, 4. It is cold.
Starter-Lesson 4), sheets of paper, pencils The sea is blue. Skate and ski,
of different colours or crayons, football ball, I can swim, Make a snowman,
permanent marker. And so can you! Look at me!
OUTCOMES:
By the end of the lesson Ps will be able to zzUse the cup with the name sticks (see Starter-
identify and talk about season activities. They Lesson 4) to ask Ps to read the text one by one (you
will also be able to use the new words and can ask Ps to read the parts).
structures in sentences.
PRACTICE
PB p. 101, t.2
WARM-UP zzHold up your PB and point to each word in the blue
Catch the Ball section under the pictures (‘Winter’, ‘Spring’, ‘Summer’,
zzBefore the lesson, write some words and phrases ‘Autumn’). Ask a P to read them aloud.
that Ps can read, e.g. ‘It is raining’, ‘It’s spring’, ‘I can zzExplain to Ps that they are going to read each
swim’ etc on the white parts of a football ball, using paragraph again and match them to the
a permanent marker. corresponding season.
zzToss the ball to a P and ask him/her to read the word zzUse the cup with the name sticks (see Starter-
or phrase from the part of the ball where his/her Lesson 4) to ask Ps to do the task in turn.
right thumb is on. PB p. 101, t.3
zzYou can ask Ps to toss the ball to each other standing zzTell Ps that they are going to listen to an audio and
in a circle. sing a song.

Unit 8 69 Unit 8
zzHold up your PB and point to the text of the song PB p. 101, t.5
(exercise 1). zzGet Ps to open their PBs on page 101.
zzPlay PB Audio (track Unit-8-Les_2-3). zzHold up your PB and point to exercise 5.
zzWhile listening to the audio, hold up your PB and zzTell Ps that they are going to draw pictures of four
point to each line according to the speaker. seasons first and then demonstrate their pictures
OR and describe them.
Play MP (Unit-8-Songs_and_Chants-2). zzPoint to a boy and his picture. Explain to Ps that they
Script should draw the weather and activities they can do
during each season.
1. It is sunny, 3. It is raining,
zzHand out sheets of paper and let Ps take their
Jump and run, Watch TV,
pencils of different colours or crayons and start
Ride a bike, Stay at home,
drawing.
It is fun. Drink some tea!
2. It is hot, 4. It is cold. zzWalk around the classroom and check whether Ps
The sea is blue. Skate and ski, need your help.
I can swim, Make a snowman, zzGive Ps several minutes to finish their drawings.
And so can you! Look at me! zzHold up your PB, point to the word cloud (‘Spring is
green. It is sunny. I can ride a bike’) and read it aloud.
zzPlay the audio again, making pauses for Ps to repeat zzEncourage Ps to use these structures to describe
each line. their pictures.
zzPlay the audio again and get Ps to sing along. zzUse the cup with the name sticks (see Starter-
PB p. 101, t.4 Lesson 4) to ask several Ps to come up to the front of
zzTell Ps that they are going to sing the song from the classroom, demonstrate their pictures and
exercise 3 and mime it. describe them.
zzPlay the audio again (PB Audio (track Unit-8-Les_2-3))
and mime the song together with Ps. Do it twice. ENDING
AB p. 83, t.1
AB p.83, t.2
zzGet Ps to open their ABs on page 83 and take their
zzGet Ps to open their ABs on page 83. Tell them to
pens.
prepare their pencils of different colours or crayons.
zzHold up your AB and point to the pictures in
zzHold up your AB and point to exercise 2.
exercise 1.
zzExplain to Ps that they are going to listen to an
zzThen point to the words and phrases in white
audio and draw two pictures according to what the
squares (‘ski’, ‘skate’, ‘It is sunny.’ etc).
speaker says.
zzExplain to Ps that they are going to look at the
zzPlay AB Audio (track Engl_2_kl-Робочий зошит-
pictures and caption them.
Unit8-Les2_Page83_Ex-2), making pauses for Ps to
zzPay Ps’ attention to the blank lines under each
draw their pictures.
picture.
zzAsk a volunteer to read the first word aloud (‘ski’). Let Script
Number 1:
him/her match this word to the corresponding It is raining. Drink some tea.
picture (number 2). Number 2:
zzIf he/she gives the correct answer, get Ps to write it It is snowing. Make a snowman.
down. Point to the picture number 2 to prompt Ps.
zzIf Ps understand how to do the exercise, let them do zzLet Ps draw their pictures.
it on their own. zzUse the cup with the name sticks (see Starter-
zzWalk around the classroom and check whether Ps Lesson 4) to ask several Ps to come up to the front of
need help. the classroom and demonstrate their drawings.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to read the words and phrases in
turn, pointing to the corresponding picture.

Unit 8 70 Unit 8
 LESSON 3
OBJECTIVES:
zzto introduce new phonics
zzto practise the phonics Ps have learnt
previously
zzto introduce the structures ‘Good night’,
‘Sleep tight’, ‘In the morning light’
zzto practise reading
VOCABULARY:
Night, eighteen, right, light, tight, season,
holidays, with.
STRUCTURE:
Good night. Sleep tight. In the morning light.
What season do you like? I can fly a kite. I
have holidays in summer. I can go with my
mum.
MATERIALS:
PB, AB, PB Audio, HPB, flashcards-phonics
# 1-35, flashcard # 142, cup with the name
sticks (see Starter-Lesson 4).
OUTCOMES:
By the end of the lesson Ps will be able to
identify the phonics ‘ght’ in words. They will
be able to pronounce, read and write it. They
will also be able to answer the question ‘What
season do you like?’
WARM-UP
What’s Missing?
zzGet Ps to sit in a circle. Put flashcards-phonics # 24-
34 on the floor.
zzTell Ps to remember the flashcards.
zzExplain to them that they should close their eyes
and you will remove one flashcard at a time and
they should guess which flashcard is missing.
PRESENTATION
zzAsk Ps what the weather is like today and what season
it is. Encourage them to use the structure, ‘It’s …’.
zzTake flashcards-phonics # 1-34 and put them on a
desk face down.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to come up to the desk.
zzLet Ps one by one take a flashcard, show it to others
and read it aloud.
Unit 8
PB p. 102, t.1
zzBefore the lesson, place eight identical objects on
your desk or draw eight objects on the board.
zzGet Ps to open their PBs on page 102.
zzHold up your PB and pay Ps’ attention to the yellow
square with the new phonics ‘ght’ and the word
‘eight’ that represents it.
zzAsk a volunteer to come up to your desk or the board,
count the objects/pictures and say, ‘eight …’.
zzTake flashcard-phonics # 35 and show it to Ps. Name it
and get Ps to repeat the word after you several times.
zzTell Ps that they are going to listen to an audio and
follow each word according to the speaker.
zzPlay PB Audio (track Unit-8-Les_3-1).
zzWhile listening to the audio, hold up your PB and
point to the phonics and each word and line
according to the speaker.
Script
ght [ɪt], eight, night, bright, eight,
eighteen, right, light
Good night.
Sleep tight.
And wake up bright
In the morning light!
zzPlay the audio again and get Ps to point to each
word and line in their PBs according to the speaker.
zzWalk around the classroom and check whether Ps
need help.
PRACTICE
PB p. 102, t.2
zzAsk Ps whether they’ve heard some new words in
the audio.
zzEncourage Ps to say ‘night’, ‘tight’, ‘right’ and ‘light’.
zzExplain to Ps the meaning of these words (you can
also mime each line of the rhyme for Ps to
understand the meaning of each word).
zzExplain to Ps the meaning of the phrase ‘Good night’
(use flashcard # 142).
zzHold up your PB and point to the green section with
the words with the new phonics (‘night, bright, eight
…’) and the word cloud (‘Good night. Sleep …’).
zzTell Ps that they are going to listen to the audio
again and read the phonics and words.
zzPlay PB Audio (track Unit-8-Les_3-1).
zzWhile listening to the audio, hold up your PB and
point to the phonics and each word according to the
speaker.
71 Unit 8
 Script
ght [ɪt], eight, night, bright, eight,
eighteen, right, light
Good night.
Sleep tight.
And wake up bright
In the morning light!
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to read each word and the text in
the word cloud one by one.
AB p. 84, t.1
zzGet Ps to open their ABs on page 84 and take their
pens.
zzHold up your AB and point to exercise 1.
zzExplain to Ps that they are going to complete the
words according to the pictures.
zzLet Ps do the task on their own. Walk around the
classroom and check whether Ps need help.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to name each word one by one.
PB p. 102, t.3
zzGet Ps to open their PBs on page 102.
zzHold up your PB and point to the four sentences in
exercise 3.
zzTell Ps that they are going to listen to an audio and
read the sentences.
zzPlay PB Audio (track Unit-8-Les_3-3).
zzWhile listening to the audio, hold up your PB and
point to each word according to the speaker.
Script
It is sunny. It is hot. You can jump,
run and swim.
It is cold. Children can ski and skate.
It is raining. Stay at home and read a book.
It is not hot. But the sky is blue. It is sunny. The
birds are singing.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to read the sentences one by one.
PB p. 102, t.4
zzHold up your PB and point to the four sentences
next to the white squares (It’s winter. It’s spring …).
zzExplain to Ps that they are going to read the
sentences in exercise 3 again and match them to
these sentences.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to do the task in turn.
PB p. 102, t.5
zzHold up your PB and point to the green section
Unit 8
(exercise 5).
zzTell Ps that they are going to read the small interview.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to read the text one by one (you
can also divide the text into parts and ask Ps to read
the parts).
zzPoint to the sentence in blue ‘I have holidays in
summer’ and read it aloud. Explain to Ps the meaning
of the word ‘holidays’.
zzTell Ps that they are going to tell the class about the
season they like, using the structures ‘I like …’, ‘It is …’,
‘I can …’ and so on.
zzEncourage Ps to use the words and phrases from the
previous lessons, e.g. ‘It is raining’, ‘watch TV’, ‘I can
run’ etc.
zzGive Ps some time to prepare their talks.
zzWalk around the classroom and check whether Ps
need help.
zzInvite several volunteers to come up to the front of
the classroom and tell the class what season they
like one by one.
ENDING
AB p.84, t.2
zzGet Ps to open their ABs on page 84. Tell Ps to
prepare their pens.
zzHold up your AB and point to exercise 2.
zzExplain to Ps that they are going to fill in the blank
lines with the words that are given above the
dialogue.
zzPoint to the words and read them aloud (‘winter’,
‘snowing’, ‘season’ …).
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask a P to read the first sentence (‘What
__ do you like?’)
zzLet the P try to fill in the first blank line by himself/
herself. Help him/her, if needed.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to read and fill in the sentences
one by one or you can let Ps do the exercise on their
own and check it afterwards.
HPB p. 27
zzAsk Ps to open their HPBs on page 27.
zzExplain to Ps that they are going to trace and write
some words and phrases.
zzAsk Ps to start tracing with the word ‘eighteen’ and
finish with the sentence ‘I get up at eight’.
72 Unit 8
 LESSON 4
OBJECTIVES:
zzto introduce and practise the vocabulary of
clothes
zzto review colours
zzto introduce the structures ‘Tracy is packing
her suitcase’ and ‘What is he/she putting in
his/her suitcase?’
VOCABULARY:
To count, holiday, to pack, suitcase, jacket,
sandals, bikini, jeans, T-shirt, mask, trainers,
her, his, cap, shorts.
STRUCTURE:
It’s Tuesday. In six days he/she is going on
holiday. Tracy is packing her suitcase. What is
he/she putting in his/her suitcase?
MATERIALS:
PB, AB, PB Audio, AB Audio, HPB, flashcards
# 143, 145-151, 156, 163, cup with the
name sticks (see Starter-Lesson 4), pencils
of different colours or crayons, balloons of
different colours.
OUTCOMES:
By the end of the lesson Ps will be able to
identify and name an item of clothing and its
colour. They will also be able to write about
clothes, using the structure ‘His/Her … is/are …’.
WARM-UP
zzBefore the lesson, prepare several balloons of
different colours and put them in different places in
the classroom.
zzExplain to Ps that they are going to hunt for a certain
colour in the classroom.
zzTell Ps that you are going to call out a colour and
they should hunt for a balloon of that colour, e.g. you
say ‘blue’ and Ps hunt for a blue balloon and burst it.
PRESENTATION
zzRemind Ps that summer holidays are coming. Ask Ps
what they do in summer.
zzEncourage them to use the structures, e.g. ‘I go to …’,
I play with …’, ‘I swim in the …’ and so on.
PB p. 103, t.1
zzGet Ps to open their PBs on page 103.
Unit 8
zzHold up your PB and point to the picture of Tracy
(exercise 1).
zzAsk Ps to guess what Tracy is doing. Encourage them
to look at her fingers and say, ‘She is counting’.
zzGet Ps to count to ten on their fingers and say, ‘one,
two, three …’. You count together with Ps.
zzTell Ps that they are going to listen to an audio and
read the text.
zzPlay PB Audio (track Unit-8-Les_4-1).
zzWhile listening to the audio, hold up your PB and
point to each word according to the speaker.
Script
It’s Tuesday.
Tracy is counting: one, two, three, four, five, six. In
six days she is going on holiday.
Tracy’s clothes.
Tracy is packing her suitcase. What is she putting
in her suitcase?
zzAsk Ps whether they’ve heard some new words in
the audio. Encourage Ps to say ‘clothes’, ‘packing’,
‘suitcase’.
zzTake flashcard # 151 and show it to Ps. Name it and
get Ps to repeat the word after you several times.
zzMime packing a suitcase and ask Ps to guess the
mime. Then say, ‘I’m packing my suitcase.’ Get Ps to
repeat the phrase after you and mime together with
you.
zzExplain to Ps the meaning of the word ‘clothes’.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to read the text one by one (you
can also divide the text into parts and ask Ps to read
the parts).
PRACTICE
PB p. 103, t.2
zzTake flashcards # 143, 145-148, 150, 156 and start
showing them to Ps one by one.
zzName each flashcard and get Ps to repeat each word
after you several times.
zzGet Ps to open their PBs on page 90.
zzHold up your PB and point to exercise 1.
zzTell Ps that they are going to learn the names of
some clothes.
zzPlay PB Audio (track Unit-8-Les_4-2) and show
flashcards # 143, 145-148, 150, 156 according to the
speaker.
73 Unit 8
 Script
A jacket, sandals, a bikini, jeans,
a T-shirt, a mask, trainers.
zzPlay the audio again, making pauses for Ps to repeat
each word. Do it several times.
PB p. 103, t.3
zzHold up your PB and point to the pictures of Tracy’s
clothes.
zzTell Ps that they are going to listen to an audio first
and then point to the appropriate picture.
zzPlay PB Audio (track Unit-8-Les_4-3).
zzWhile listening to the audio, hold up your PB and
point to each item of clothing according to the
speaker.
Script
Tracy’s clothes.
Tracy is packing her suitcase. What is she putting
in her suitcase?
Her orange sandals and violet trainers, her blue
jeans and brown jacket, her red T-shirt, pink bikini
and a mask.
zzPlay the audio again and get Ps to point to the
pictures in their PBs according to the speaker.
zzWalk around the classroom and check whether Ps
need help.
PB p. 104, t.4
zzTake flashcards # 149, 163 and start showing them to
Ps one by one.
zzName each flashcard and get Ps to repeat each word
after you several times.
zzGet Ps to open their PBs on page 104.
zzHold up your PB and point to exercise 4.
zzTell Ps that they are going to learn the names of
some more clothes.
zzPlay PB Audio (track Unit-8-Les_4-4) and show
flashcards # 143, 146, 147, 149, 150, 163 according to
the speaker.
Script
A T-shirt, a cap, shorts,
a jacket, trainers, jeans.
zzPlay the audio again, making pauses for Ps to repeat
each word. Do it several times.
PB p. 104, t.5
zzHold up your PB and point to the pictures of Luke’s
clothes.
zzTell Ps that they are going to listen to an audio first
and then point to the appropriate picture.
Unit 8
zzPlay PB Audio (track Unit-8-Les_4-5).
zzWhile listening to the audio, hold up your PB and
point to each item of clothing according to the
speaker.
Script
Luke is packing his suitcase.
What is he putting in his suitcase?
His black jeans and orange trainers, his white
T-shirt and yellow jacket, his green shorts and
blue cap.
zzPlay the audio again and get Ps to point to the
pictures in their PBs according to the speaker.
zzWalk around the classroom and check whether Ps
need help.
PB p. 104, t.6
zzTell Ps that they are going to name the pictures
they’ve heard about recently.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask several Ps to come up to the front of
the class, hold up their PBs and name each picture
in exercise 4.
AB p. 85, t.1
zzAsk Ps to open their ABs on page 85 and take their
pens.
zzHold up your AB and point to the words in the box
(exercise 1). Read them aloud. While reading, point
to each word accordingly.
zzExplain to Ps that they should use these words to
caption the pictures.
zzPay Ps’ attention to the blank lines under each picture.
zzLet Ps do the task on their own. Walk around the
classroom and check whether Ps are writing correctly.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to name each picture one by one.
PB p. 104, t.7
zzOpen your PB on page 103.
zzHold up your PB and point to the green section at
the bottom of the page.
zzRemind Ps the difference between ‘his’ and ‘her’.
zzPoint to each line and read them aloud.
zzThen, if possible, point to the T-shirt which one of
the Ps is wearing and say, e.g. ‘His/Her T-shirt is
yellow’. Repeat the procedure with other items of
clothing.
zzGet Ps to open their PB on page 104.
zzHold up your PB and point to exercise 7.
zzExplain to Ps that they are going to make sentences
based on the words they have and write them down
in their exercise books.
74 Unit 8
zzHold up your PB and point to the word ‘Her’ given in
the exercise. Ask a volunteer to read it aloud.
zzPoint to the words in the second column. Ask the P
to choose one and read it aloud.
zzAsk the P to add the verb ‘is’ to those words.
zzAnd, finally, ask the P to choose and name the colour.
zzGet the P to say the sentence he/she has made.
zzGet Ps to open their exercise books and do the
exercise on their own.
zzWalk around the classroom and check whether Ps
are writing correctly.
ENDING
AB p. 85, t.2
zzGet Ps to open their ABs on page 85. Tell Ps to
prepare their pencils of different colours or crayons.
zzHold up your AB and point to exercise 2.
zzExplain to Ps that they are going to listen to an
audio and colour the pictures according to what the
speaker says.
zzPlay AB Audio (track Engl_2_kl-Робочий зошит-
Unit8-Les4_Page85_Ex-2), making pauses for Ps to
colour the pictures.
Script
The T-shirt is orange.
The shorts are yellow.
The sandals are green.
The jacket is grey.
The trainers are blue and white.
The jeans are blue.
The cap is red.
zzLet Ps take their pencils of different colours or
crayons and colour the pictures.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask several Ps to come up to the front of
the classroom and demonstrate their paintings.
HPB pp. 27-28
zzAsk Ps to open their HPBs on pages 27-28.
zzExplain to Ps that they are going to trace and write
some phrases.
zzAsk Ps to start tracing with the phrase ‘Her T-shirt is
pink’ and finish with the phrase ‘His shorts are green’.
Unit 8
LESSON 5
OBJECTIVES:
zzto introduce and practise new vocabulary
zzto introduce and practise the structures
‘What are you wearing today?’ and ‘I am
wearing …’
VOCABULARY:
Trousers, socks, sweater, dress, shoes, boots,
scarf, hat, to wear.
STRUCTURE:
What are you wearing today? I am wearing …
MATERIALS:
PB, AB, PB Audio, MP, flashcards # 144, 152-
155, 157-159, cup with the name sticks (see
Starter-Lesson 4).
OUTCOMES:
By the end of the lesson Ps will be able to
identify new vocabulary. They will also be able
to say what they are wearing.
WARM-UP
The Broken Telephone
zzUse the cup with the name sticks (see Starter-
Lesson  4) to divide your class into two or three
teams (depending on the class size).
zzAsk your teams to form lines facing the board.
zzCome up to each last P in the teams and whisper the
structure, e.g. ‘His cap is black.’
zzThe task of each team is to pass the structure by
whispering from the last P in the line up to the first
one.
zzAfter the first P in the line has listened to the
structure, he/she should run to the board and write
it on the board.
zzThe first team to do the task correctly wins the game.
PRESENTATION
zzTake flashcards # 144, 152-155, 157-159 and start
showing them to Ps one by one.
zzName each flashcard and get Ps to repeat each word
after you several times.
zzGet Ps to open their PBs on page 105.
zzHold up your PB and point to exercise 1.
zzTell Ps that they are going to learn the names of
some more clothes.
75 Unit 8
zzPlay PB Audio (track Unit-8-Les_5-1) and show
flashcards # 144, 152-155, 157-159 according to the
speaker.
Script
Trousers, socks, sweater, dress, shoes,
boots, scarf, hat.
zzPlay the audio again and get Ps to point to the words
in their PBs according to the speaker.
zzWalk around the classroom and check whether Ps
need help.
zzPlay the audio again, making pauses for Ps to repeat
each word. Do it several times.
PRACTICE
PB p. 105, t.2
zzTell Ps that they are going to listen to an audio and
sing a song.
zzHold up your PB and point to exercise 2.
zzPlay PB Audio (track Unit-8-Les_5-2).
zzWhile listening to the audio, point to each item of
clothing the characters (Fred, Jane, Ron and Pam)
are wearing according to the speaker.
OR
Play MP (Unit-8-Songs and Chants-3).
Script
T-shirt, trousers, socks and shoes.
What are you wearing today?
T-shirt, trousers, socks and shoes.
I’m wearing a dress today.
Sweater, scarf, hat and boots.
What are you wearing today?
Sweater, scarf, hat and boots.
I’m wearing a jacket today.
zzPlay the audio again, making pauses for Ps to repeat
each line.
zzPlay the audio again and get Ps to sing along.
PB p. 105, t.3
zzTell Ps that they are going to listen to the audio
again and find a child who is wearing what the
speaker says.
zzPlay PB Audio (track Unit-8-Les_5-2) again and get Ps
to look at the pictures and search for the child.
Unit 8
Script
T-shirt, trousers, socks and shoes.
What are you wearing today?
T-shirt, trousers, socks and shoes.
I’m wearing a dress today.
Sweater, scarf, hat and boots.
What are you wearing today?
Sweater, scarf, hat and boots.
I’m wearing a jacket today.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask a P to hold up his/her PB and point
to the corresponding picture of a child.
AB p. 86, t.1
zzAsk Ps to open their ABs on page 86 and take their
pens.
zzHold up your AB and point to the words in the box
(exercise 1). Read them aloud. While reading, point
to each word accordingly.
zzExplain to Ps that they should use these words to
caption the pictures.
zzPay Ps’ attention to the blank lines under each
picture.
zzLet Ps do the task on their own. Walk around the
classroom and check whether Ps are writing correctly.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to name each picture one by one.
PB p. 105, t.4
zzGet Ps to open their PBs on page 105.
zzHold up your PB and point to exercise 4.
zzTell Ps that they are going to make their own
dialogues.
zzPoint to the word clouds and read them aloud.
zzCome up to a P and say, ‘What are you wearing today?’
Encourage him/her to continue the dialogue with
the phrase, e.g. ‘I am wearing black trousers and
white trainers. What are you wearing today?’ And you
finish the dialogue saying, e.g. ‘I am wearing a violet
dress. I am wearing black shoes and a blue scarf.’
zzDivide your class into pairs using the cup with the
name sticks (see Starter-Lesson 4) and let Ps make
similar dialogues on their own.
zzWalk around the classroom and check whether Ps
need your help.
zzAsk several pairs to come up to the front of the
classroom and act out their own dialogues.
76 Unit 8
 ENDING
AB p. 86, t.2
zzGet Ps to open their ABs on page 86 and take their
pens.
zzHold up your AB and point to exercise 2.
zzExplain to Ps that they are going to look at the
pictures and find out what piece of clothing should
be next.
zzHolding your AB, point to the picture of a blue cap.
Say, ‘cap’.
zzThen point to the socks next to the cap and say,
‘socks’.
zzAsk a volunteer to name the next picture. When the P
stops by the third cap, encourage him/her to say,
‘socks’ and then, ‘cap’. Point to the picture of the second
socks first and then to the picture of the third cap.
zzIf the P says correctly, get Ps to write down ‘socks’
and ‘cap’.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to name the following pictures
and say their answers.
zzGet Ps to write down the correct answers.
LESSON 6
OBJECTIVES:
zzto introduce new phonics
zzto practise phonics that Ps have learnt
previously
zzto review the prepositions of place (in, on,
under)
zzto practise reading
VOCABULARY:
Shirt, skirt, coat, raincoat.
STRUCTURE:
What is he/she wearing today? Where are her
socks?
MATERIALS:
PB, AB, PB Audio, HPB, flashcards-phonics
# 1-38, flashcards 160-162, cup with the
name sticks (see Starter-Lesson 4), pencils of
different colours or crayons.
OUTCOMES:
By the end of the lesson Ps will be able to
identify the phonics ‘ir’, ‘oa’ and ‘ear, air, ere’
in words. They will also be able to pronounce,
read and write them.
Unit 8
WARM-UP
Big Races
zzOrganise the class into two or three separate teams
(depending on the class size) and get them to sit in
lines facing the board. Number each P in the team
1-10.
zzExplain to Ps that you are going to call out a number
and a P with that number from each team should
run up to the board and write a word you shout
(name the words from flashcards-phonics # 1-35 and
show the corresponding flashcard).
zzThe team that writes the most of right words wins
the game.
PRESENTATION
zzTake flashcards-phonics # 1-35 and put them on a
desk face down.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask several Ps to come up to the desk.
zzLet Ps one by one take a flashcard, show it to others
and read it aloud.
PB p. 106, t.1
zzGet Ps to open their PBs on page 106.
zzHold up your PB and point to exercise 1. Pay Ps’
attention to the three yellow squares with the
phonics (‘ir’, ‘oa’ and ‘ear, air, ere’) and the words that
represent the phonics.
zzTake flashcards-phonics # 36-38 and start showing
them to Ps one by one. Name each flashcard and get
Ps to repeat each word after you several times.
zzTake flashcards # 160-162 and start showing them to
Ps one by one. Name each flashcard and get Ps to
repeat each word after you several times.
zzTell Ps that they are going to listen to an audio and
follow each word according to the speaker.
zzPlay PB Audio (track Unit-8-Les_6-1).
zzWhile listening to the audio, hold up your PB and
point to each phonics and word according to the
speaker.
Script
ir [ɜː] shirt, skirt
oa [əʊ] coat, raincoat
ear, air, ere [eə] bear, hair
zzPlay the audio again and get Ps to point to the words
in their PBs according to the speaker.
zzWalk around the classroom and check whether Ps
need help.
77 Unit 8

PRACTICE
PB p. 106, t.2
zzHold up your PB and point to the two white sections
with the phrases (‘Her skirt is blue …’; ‘His coat is
brown …’) and to the green section with the words
with new phonics (wear, bear, chair …).
zzTell Ps that they are going to listen to an audio and
read the words and phrases.
zzPlay PB Audio (track Unit-8-Les_6-2).
zzWhile listening to the audio, hold up your PB and
point to each word according to the speaker.
Script
Her skirt is blue.
His shirt is white.
My sweater is yellow.
My scarf is red.
My shoes are grey.
His coat is brown.
Her raincoat is yellow.
Wear, bear, chair, hair, where.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to read the words and phrases
one by one.
PB p. 106, t.3
zzHold up your PB and point to each word that
represent new phonics (‘shirt’, ‘skirt’, ‘coat’, ‘raincoat’,
‘bear’, ‘hair’).
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to read the words one by one.
AB p. 87, t.1
zzGet Ps to open their ABs on page 87 and take their
pens.
zzHold up your AB and point to exercise 1.
zzExplain to Ps that they are going to complete the
words according to the pictures.
zzLet Ps do the task on their own. Walk around the
classroom and check whether Ps need help.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to name each word one by one.
PB p. 106, t.4
zzBefore you start doing the exercise, remind Ps the
prepositions of place (Unit 4 Lesson 4).
zzGet Ps to open their PBs on page 106.
zzHold up your PB and point to the green section
(exercise 4).
zzTell Ps that they are going to listen to an audio and
follow each word according to the speaker.
Unit 8
zzPlay PB Audio (track Unit-8-Les_6-4).
zzWhile listening to the audio, hold up your PB and
point to each word according to the speaker.
Script
- What is he wearing?
- He is wearing black jeans.
- What is she wearing?
- She is wearing a white dress.
- Where are her socks?
- They are on the chair.
- Where are his boots?
- They are under the chair.
zzPlay the audio again and get Ps to point to the
pictures in their PBs according to the speaker.
zzWalk around the classroom and check whether Ps
need help.
PB p. 106, t.5
zzUse the cup with the name sticks (see Starter-
Lesson 4) to divide your class into pairs according to
the number of lines we have in the mini-dialogues.
zzTell Ps that they are going to read the mini-dialogues
in roles. The first P is going to read the question and
the second P is going to read the answer to that
question.
zzUse the cup with the name sticks (see Starter-Lesson 4)
to ask pairs to read the mini-dialogues in turn.
ENDING
AB p. 87, t.2
zzAsk Ps to open their ABs on page 87. Tell them to
prepare their pencils of different colours or crayons.
zzHold up your AB and point to exercise 2.
zzExplain to Ps that they are going to read the
sentences below the empty squares and draw what
they’ve read about inside the squares.
zzUse the cup with the name sticks (see Starter-
Lesson  4) to ask several Ps to read aloud the text
below the squares.
zzLet Ps take their pencils of different colours or
crayons and start drawing.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask several Ps to come up to the front of
the classroom and demonstrate their drawings.
HPB pp. 28-29
zzAsk Ps to open their HPBs on pages 28-29.
zzExplain to Ps that they are going to trace and write
some words and phrases.
78 Unit 8
zzAsk Ps to start tracing with the phrase ‘Her skirt is
blue’ and finish with the phrase ‘I wear my coat’.
PRESENTATION
zzAsk Ps what the weather is like today and what season
LESSON 7 it is. Encourage them to use the structure, ‘It’s …’.
PB p. 107, t.1
zzGet Ps to open their PBs on page 107.
OBJECTIVES:
zzHold up your PB and point to the pictures of the
zzto practise the vocabulary of the weather,
weather and Jessica (exercise 1).
seasons and clothes
zzAsk Ps to say what they see in the pictures. Encourage
zzto introduce and practise the structures ‘Are
them to name the item of clothing and its colour,
you wearing …?’ and ‘Yes, I am. / No, I’m not.’
e.g. ‘red umbrella’.
zzto review the structures ‘What is this?’, ‘This
zzExplain to Ps that they are going to listen to an
is a …’, ‘What are these?’, ‘They are …’, ‘Am I
audio and find out what Jessica is wearing for each
wearing …?’
type of weather.
zzto practise speaking
zzPlay PB Audio (track Unit-8-Les_7-1).
STRUCTURE:
zzWhile listening to the audio, point to each picture
Are you wearing …? - Yes, I am. / No, I’m not.
according to the speaker. Do it twice.
MATERIALS:
PB, AB, PB Audio, flashcards # 143-150, 152- Script
It is sunny. Jessica is wearing a
163, cup with the name sticks (see Starter- white T- shirt and a yellow skirt.
Lesson 4).
It is raining. Jessica is wearing a green jacket and
OUTCOMES:
blue jeans. She has got a red umbrella, too.
By the end of the lesson Ps will be able to
match the clothes to the weather. They will It is cold. Jessica is wearing a pink coat, a blue cap
also be able to ask and answer about clothes and black boots.
using the structures ‘Are you wearing …?' and
‘Yes, I am. / No, I’m not.’ zzPlay the audio again and get Ps to point to the
pictures in their PBs according to the speaker.
zzWalk around the classroom and check whether Ps
need help.
WARM-UP
Play a ‘Chain’ Game with a Pictionary PRACTICE
zzGet Ps to open their PBs at the end of the book
PB p. 107, t.2
(‘Your Pictionary’).
zzHold up your PB and point to exercise 2.
zzHold up your PB and pay Ps’ attention to the clothes
zzExplain to Ps that they are going to read three
at the bottom of the page.
sentences in the white squares and match the
zzExplain to Ps that they will speak in a chain.
pictures of Jessica to them.
zzP1 points to the first piece of clothing in the
zzRemind Ps that Jessica is wearing different clothes
dictionary (dress) and asks, ‘What is this?’ P2 answers,
for each type of weather.
‘This is a dress’. P2 asks P3, ‘What are these?’, pointing
zzPoint to the first sentence (‘It is sunny’) and ask a P
to the second piece of clothing depicted in the
to read it aloud. Encourage him/her to find the
dictionary (jeans). P3 answers, ‘They are jeans’. Then
corresponding picture of Jessica.
P3 asks P4 the wh-question pointing to the third
zzUse the cup with the name sticks (see Starter-
piece of clothing and so on.
Lesson 4) to ask several Ps to do the task in turn.
zzIf Ps have named all the clothes depicted in the
AB p. 88, t.1
dictionary, get other Ps to continue with the first
zzGet Ps to open their ABs on page 88 and take their
piece of clothing in it again until all of the Ps have
pens.
taken part in the activity.
zzHold up your AB and point to exercise 1.
zzExplain to Ps that they are going to match the words

Unit 8 79 Unit 8
 to the pictures and then write them in the blank
spaces next to each picture.
zzLet Ps do the exercise on their own.
zzWalk around the classroom and check whether Ps
need help.
zzUse the cup with the name sticks (see Starter-
Lesson  4) to ask Ps to come to the front of the
classroom and read the words one by one, pointing
to the pictures.
PB p. 107, t.3
zzUse the cup with the name sticks (see Starter-
Lesson  4) to divide Ps into groups of 3-4 Ps per
group (depending on the class size).
zzTell Ps that they are going to play a guessing game
in groups.
zzInvite Ps to look at each other’s clothes and
remember each item of clothing and its colour.
zzThen hold up your PB and point to the word clouds
in exercise 3 (‘Are you wearing green socks?’, ‘No, I’m
not’). Read them aloud one by one.
zzEncourage Ps to use these structures while playing
the game.
zzExplain the rules to Ps. One P should stay where he/
she is and the rest of the Ps should turn around and
start asking the question ‘Are you wearing …?’ in
turn. That P answers, ‘No, I’m not’ or ‘Yes, I am’.
zzPs in a group should take turns in naming each
other’s items of clothing and guessing their colours.
AB p. 88, t.2
zzGet Ps to open their ABs on page 88 and take their
pens.
zzHold up your AB and point to exercise 2.
zzExplain to Ps that they are going to fill in the blank
lines to finish the sentences.
zzPoint to the first sentence and read it aloud (‘It is
spring. I am wearing my ___ and a ___’).
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask a P to say what he/she is wearing in
spring.
zzLet Ps do the exercise on their own.
zzWalk around the classroom and check whether Ps
need help.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to read the sentences in turn.
ENDING
What am I wearing?
zzPrepare flashcards # 143-150, 152-163. Tape one
flashcard on the back of each P.
Unit 8
zzThen tell everyone to pretend they are at a party
and ask each other questions to find out what
everyone is wearing.
zzFor example, P1 asks P2, ‘Am I wearing a cap?’ P2
looks at his/her flashcard and answers, ‘Yes, you are
/ No, you are not’ and so on until the P guesses the
item he/she is wearing.
zzThen P1 asks P2 the question, e.g. ‘Am I wearing a
yellow cap?’ P2 looks at his/her flashcard and
answers, ‘Yes, you are / No, you are not’ and so on
until the P guesses the colour of the item he/she is
wearing.
zzWhen someone guesses what he/she is wearing, the
flashcard gets taped to his/her front and he/she
continues to chat with the party guests until
everyone is wearing the flashcards on the front.
LESSON 8 Story Time
OBJECTIVES:
zzto introduce new vocabulary
zzto practise the structure ‘I am / He/She is
doing …’
zzto develop Ps’ listening and speaking skills
VOCABULARY:
To check, tyres, to look for, key.
STRUCTURE:
I’m checking the tyres. Off we go!
MATERIALS:
PB, PB Audio, AB, MP, poster # 20, flashcards
# 143-150, 152-163, 165, 166, cup with the
name sticks (see Starter-Lesson 4), picture
of an open suitcase, paper packet or a box,
picture of a car.
OUTCOMES:
By the end of the lesson Ps will be able to
follow and understand the order of the story.
They will also be able to retell the story.
WARM-UP
Let’s Pack a Suitcase
zzBefore the lesson, print a picture of an open suitcase.
Stick the suitcase to a paper packet or a box. Make a
hole in the suitcase big enough for Ps to throw the
flashcards through it.
zzTell Ps that they are going to play a game.
zzExplain to Ps that they should pretend they are
80 Unit 8
 going to the sea. That’s why they need to pack a
suitcase.
zzRemind Ps to be careful when packing the suitcase,
so as not to put any extra clothes, like winter clothes,
in it.
zzPut flashcards # 143-150, 152-163 in front of the
suitcase.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to come to the suitcase in turn.
zzName the flashcards one by one. Ps should find
them and choose either to throw them into the
suitcase or not.
PRESENTATION
MP. Unit 8. Story
zzBefore the lesson, print a picture of a car.
zzAsk Ps if they have gone anywhere by car. Ask Ps
whether they enjoy it. Encourage Ps to use the
structures ‘Yes, I do / No, I don’t.’
zzStick the car to the board. Point to its tyres. Using
simple structures, explain to Ps that you need to
check tyres to be sure it’s safe to go by car.
zzTake flashcards # 165, 166 and start showing them to
Ps one by one.
zzName each flashcard and get Ps to repeat each
phrase after you several times. Explain to Ps the
meaning of these phrases.
PRACTICE
PB p. 108, t.1
zzStick poster # 20 to the board.
zzPoint to it and remind Ps of the Click family. Name
each character (Tracy, Luke, mum, dad, Kiki the cat)
and point to them accordingly.
zzTell Ps that they are going to listen to an audio and
find out what the family is doing right now.
zzPlay PB Audio (track Unit-8-Les_8-1-Story Time) and
get Ps to listen.
zzWhile listening to the audio, point to each picture
and character on poster # 20 according to the
speaker. Do it twice.
OR
Play MP (Unit-8-Story-1).
Unit 8
Script
– Mum! What are you doing, mum?
– I’m making sandwiches.
– Dad! Dad?
– Yes? I’m checking the tyres.
– Where is Luke? Luke! Luke!
– I’m looking for Kiki. Kiki! Kiki!
– Look! She is sitting in the tree.
– Dad is putting the suitcases in the car.
– Off we go! Where is the key?
– Oh, no! In my jacket.
– And where is the jacket?
– In the suitcase.
zzAsk Ps whether they’ve heard some new words in
the audio (to look for, key). Explain to Ps the meaning
of these words.
zzGet Ps to open their PBs on page 108.
zzTell Ps that they are going to listen to the audio
again and point to the pictures in their PBs according
to the speaker.
zzPlay PB Audio (track Unit-8-Les_8-1-Story Time).
zzWalk around the classroom and check whether Ps
need your help.
PB p. 108, t.2
zzHold up your PB and pay Ps’ attention to the
sentences under each picture.
zzTell Ps that they are going to listen to the audio
again and follow each word according to the speaker.
zzPlay PB Audio (track Unit-8-Les_8-1-Story Time).
zzWhile listening to the audio, hold up your PB and
point to each word according to the speaker.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to read the sentences one by one.
PB p. 108, t.3
zzInvite several Ps to come up to poster # 20 and
repeat the lines one by one, pointing to each
character and picture (you can also use the cup with
the name sticks (see Starter-Lesson 4) to invite Ps to
come up to poster # 20 and tell the story).
PB p. 108, t.4
zzDivide your class into groups of four Ps per group,
according to the number of characters we have in the
story. You can also appoint a narrator from the class.
zzTell Ps that they are going to have a role play.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to choose which part each P is going to play.
zzLet Ps practise the story on their own. Then ask
several groups to come up to the front of the
classroom and act out the story.
81 Unit 8
 zzAsk a volunteer to come up to the desk and pick up
ENDING a flashcard, look at it, but do not show it to others.
AB p. 89, t.1 zzThe P has to mime putting on the clothes he/she
zzGet Ps to open their ABs on page 89. saw in the flashcard and others should guess it.
zzExplain to Ps that they are going to number the zzEncourage Ps to ask, e.g. ‘Are you putting on sandals?’
pictures in the right order. and answer ‘Yes, I am’ or ’No, I’m not’.
zzFold the poster and play PB Audio (track Unit-8- zzLet Ps come up, pick up flashcards in turn and play
Les_8-1-Story Time). the Mime Game.
zzTell Ps to think and number the pictures in the
sequence of the story. PRESENTATION
zzWalk around the classroom and check whether Ps zzExplain to Ps that this lesson and the next one are
have numbered the pictures correctly. called ‘Into Your Portfolio’.
zzUse the cup with the name sticks (see Starter- zzTell Ps that the crafts they make during such lessons
Lesson 4) to invite Ps to come up to the board and will be stored in the classroom.
say the right order. zzBefore the lesson, prepare flashcards of gloves and
pants.
LESSON 9 zzTake the prepared flashcards and start showing
them to Ps one by one. Name each flashcard and get
Into Your Portfolio Ps to repeat each word after you several times.
zzUse the cup with the name sticks (see Starter-
OBJECTIVES: Lesson 4) to invite two Ps to come up to the board
zzto introduce new vocabulary and mime putting on gloves and pants to others.
zzto practise the structures Ps have learnt
previously PRACTICE
zzto develop Ps’ motor skills and speaking
PB p. 109, t.1
skills
zzGet Ps to open their PBs on page 109.
VOCABULARY:
zzHold up your PB and point to exercise 1.
Gloves, pants.
zzTell Ps that they are going to listen to an audio and
MATERIALS:
sing a song.
PB, PB Audio, MP, flashcards # 143-150,
zzPlay PB Audio (track Unit-8-Les_9-10_1-
152-163, flashcards of gloves and pants, cup
IntoYourPortfolio).
with the name sticks (see Starter-Lesson 4),
zzWhile listening to the audio, hold up your PB and
pencils of different colours or crayons, sheets
point to each line according to the speaker.
of paper, paper stickers.
OR
OUTCOMES:
zzPlay MP (Unit-8-Songs_and_Chants-4).
By the end of the lesson Ps will be able to
identify new words. They will also be able to
write and say their own chants based on a
chant model.

WARM-UP
The Mime Game
zzTake flashcards # 143-150, 152-163 and start showing
them to Ps. Encourage Ps to name each flashcard.
zzGet Ps to sit in a circle. Tell Ps that they are going to
play a game.
zzPut all the flashcards on a desk face down.

Unit 8 82 Unit 8
 Script point to the word cloud (‘red hat, white shirt, blue
jeans, black shoes’) in exercise 2 and read it aloud.
I put on my hat. I put on my socks. zzGet Ps to open their exercise books and write their
I put on my shoes. I put on my shoes.
chants, following the example in exercise 2.
I put on my shirt. I put on my pants.
PB p. 109, t.4
I'm ready to move! I'm ready to move!
zzHold up your PB and point to the girl in the picture.
Ref.: Move to the left! Ref.: Move to the left! zzThen point to the word cloud (‘green hat, pink skirt,
Move to the right! Move to the right! …’) and read it aloud.
I put on my dress. I put on my skirt. zzShow Ps how to say the chant by repeating the
I put on my shoes. I put on my shoes. phrases in the word cloud several times.
I put on my gloves. I put on my coat. zzUse the cup with the name sticks (see Starter-
I'm ready to move! I'm ready to move! Lesson  4) to ask Ps to come to the front of the
Ref.: Move to the left! Ref.: Move to the left! classroom, show their pictures and say their chants.
Move to the right! Move to the right!
ENDING
zzRemind Ps the meaning of the phrases ‘I’m ready to
AB p.83, t.1
move’ and ‘Move to the left / right,’ making
zzWrite words that Ps can read on the board (use
appropriate movements.
clothes vocabulary) and cover some letters with
zzPlay the audio again, making pauses for Ps to repeat
paper stickers.
each line.
zzExplain to Ps that they should guess the letters to
zzPlay the audio again and get Ps to sing along.
find out what the words are.
PB p. 109, t.2
zzUse the cup with the name sticks (see Starter-
zzHold up your PB and point to a boy in the picture.
Lesson 4) to divide Ps into teams.
zzTell Ps that they are going to listen to an audio and
zzHand out sheets of paper and tell Ps to write the
find out what he is wearing.
correct words down on paper.
zzPlay PB Audio (track Unit-8-Les_9-10_2-
zzThe team that first writes all the words correctly
IntoYourPortfolio).
wins the game.
zzWhile listening to the audio, point to each piece of
clothing the boy is wearing according to the speaker.
Script
LESSON 10
Red hat, white shirt, blue jeans,
black shoes. Into Your Portfolio
zzPlay the audio again and get Ps to point to the OBJECTIVES:
clothes in their PBs according to the speaker. zzto practise the structure ‘I put … on my
zzWalk around the classroom and check whether Ps doll’
need help. zzto develop Ps’ motor skills and speaking
zzPlay the audio again, making pauses for Ps to repeat skills
each word. Do it several times. MATERIALS:
PB p. 109, t.3 PB, AB, flashcards # 143-150, 152-163, cup
zzHand out sheets of paper and tell Ps to prepare their with the name sticks (see Starter-Lesson 4),
pencils of different colours or crayons. paper cartoon character, pencils of different
zzExplain to Ps that they should draw themselves in the colours or crayons, sheets of paper.
clothes they like to wear and write their own chant. OUTCOMES:
zzTell Ps to choose at least four pieces of clothing, e.g. By the end of the lesson Ps will be able to
a T-shirt, a jacket, jeans and trainers. identify and talk about clothes for each season.
zzLet Ps start drawing. Walk around the classroom and
check whether Ps need help.
zzAfter Ps have finished drawing, hold up your PB,

Unit 8 83 Unit 8

WARM-UP
zzBefore the lesson, prepare a paper cartoon character
your Ps like.
zzStick the paper character to the board.
zzTake flashcards # 143-150, 152-163 and put them on
the front desk.
zzExplain to Ps that they are going to put clothes on
the character (name).
zzLet Ps come to the desk one by one, pick up a
flashcard, name the word in it and stick the flashcard
to the character.
PRESENTATION
zzRemind Ps that this lesson is called ‘Into Your
Portfolio’, the same as the previous one.
zzTell Ps that the crafts they make during such lessons
will be stored in the classroom.
zzTell Ps that they are going to create a doll or other
character’s collection of clothes first and then tell
the class about it.
zzRemind Ps what they’ve made at the previous lesson.
zzUse the cup with the name sticks (see Starter-
Lesson  4) to ask several Ps to demonstrate their
drawings and say their chants.
PRACTICE
PB p. 109, t.5
zzHand out sheets of paper and ask Ps to take their
pencils of different colours or crayons.
zzExplain to Ps that they are going to draw a doll or
another character and its set of clothes for each
season.
zzGet Ps to open their PBs on page 109.
zzHold up your PB and point to the example in exercise
5 (a doll dressed in a green body and its clothes for
each season).
zzLet Ps use their imagination and make their drawings
the way they like.
PB p. 109, t.6
zzTell Ps that they are going to demonstrate their
pictures and say what clothes they put on their doll/
character in each season.
zzHold up your PB and point to the word cloud (‘In
spring I put … on my doll. I put … and …, too. In
summer …’). Read it aloud, pointing to each line.
zzPoint to each item of clothing in the pictures
(exercise 5) and start describing them, e.g. ‘In spring
Unit 8
I put a red shirt and a yellow skirt on my doll. I put a
green sweater and violet trousers, too …’ and so on.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to come up to the front of the
classroom and describe their collections in turn.
AB p. 90, t.1
zzGet Ps to open their ABs on page 90.
zzHold up your AB and point to exercise 1.
zzTell Ps that they should look at the pictures and
circle the corresponding words under them.
zzHold up your AB and point to the first picture. Ask a
P to name what is depicted in it (‘dress’).
zzAsk the P to read two words under the picture
(‘dress’, ‘T-shirt’) and choose the appropriate word
(‘dress’).
zzLet Ps do the exercise on their own.
zzWalk around the classroom and check whether Ps
need help.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to name each picture in turn.
ENDING
Fishy-Fishy, Sharky-Sharky
zzTell Ps that they are going to play a game. Make sure
there is enough space in the classroom.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to select a shark from the class. Everyone
else must then line up at the other end of the class.
zzHand out flashcards # 143-150, 152-163 (depending
on the class size) and tell Ps to hold them up.
zzThe shark decides who to call forward by naming Ps’
flashcards.
zzThose chosen by the shark should run to the
opposite end of the class past the shark who will try
to catch them.
zzIf the shark catches them, they then become
seaweed. As seaweed, the children cannot move
their feet but they can reach out with their arms and
attempt to try to catch others in the group.
zzThe game continues in the same way with everyone
the shark or seaweed catches becoming seaweed.
84 Unit 8
 LESSON 11 Revision zzPlay MP (Unit-8-Words-2).
zzUse the cup with the name sticks (see Starter-
Lesson  4) to ask Ps to come up to the multimedia
OBJECTIVES: board one by one and click on things that the
zzto review the language of the unit speaker names.
zzto reflect on Ps’ learning
Script
RECYCLED LANGUAGE:
Seasons. Weather. Clothes. Verbs to name Click on the coat. Click on the sweater.
actions. Phonics ‘ght’, ‘ir’, ‘oa’ and ‘ear/air/ere’. Click on the sandals. Click on the dress.
Click on the bikini. Click on the shoes.
Structures ‘It’s autumn’, ‘It’s cold’, ‘It’s raining’,
Click on the jeans. Click on the boots.
‘When is your birthday?’, ‘It’s in winter’,
Click on the T-shirt. Click on the scarf.
‘Children can ski and skate’, ‘I put on my …
Click on the trainers. Click on the hat.
in summer’, ‘What are you wearing today?’, Click on the mask. Click on the skirt.
‘I’m wearing a … and … today’, ‘What is he/ Click on the shorts. Click on the shirt.
she wearing?’, ‘He/She is wearing …’, ‘His/Her Click on the cap. Click on the jacket.
scarf is red.’ Click on the trousers. Click on the gloves.
MATERIALS: Click on the socks. Click on the key.
PB, PB Audio, MP, cup with the name sticks
(see Starter-Lesson 4), pencils of different
colours or crayons, sheets of paper. PRACTICE
OUTCOMES:
PB p. 110, t.1
By the end of the lesson Ps will be able to
zzGet Ps to open their PBs on page 110.
identify the vocabulary of seasons, weather and
zzHold up your PB and pay Ps’ attention to a circle of
clothes. They will be able to do a survey and
seasons in the picture.
complete the table with its results. Ps will also
zzTell Ps that they are going to listen to an audio
be able to identify the learnt phonics.
about Ronnie and his clothes for each season.
zzPlay PB Audio (track Unit-8-Les_11-12_1-Revision).
zzWhile listening to the audio, hold up your PB and
WARM-UP point to each season in the circle according to the
MP Unit 8. Words, 1 speaker.
zzExplain to Ps that they are going to play a game. Script
It's spring. It's sunny. Ronnie is wearing
zzTell Ps that they should find a match to each word
his green jogging suit and an orange cap.
on the interactive multimedia board.
zzIn this game you have 6 layouts, so you can divide It's summer. It's very hot. Ronnie is wearing his
your class into 6 teams and let each team one by favourite red T-shirt and blue shorts.
one do the exercise.
zzPlay MP (Unit-8-Words-1). It's autumn. It's raining. Ronnie is wearing his
zzUse the cup with the name sticks (see Starter- yellow raincoat and yellow boots. He has got a
Lesson  4) to choose a team to play the game first yellow umbrella, too.
and so on. It's winter. It’s very cold. Ronnie is wearing his
zzYou can time each team and afterwards choose the blue coat, an orange scarf and an orange cap
winners or you can play this game for fun and and... Ronnie!
- Where are your boots?!
revision.
Ronnie:
- Achoo, achoo!
PRESENTATION
MP Unit 8. Words, 2 PB p. 110, t.2
zzTell Ps that they are going to play another game in zzHand out sheets of paper and ask Ps to take their
which they should click on things in the picture. pencils of different colours or crayons.

Unit 8 85 Unit 8
zzHold up your PB and point to a seasons chart.
Explain to Ps that they are going to copy the chart.
zzGive Ps some time to copy the chart. Walk around
the classroom and check whether Ps need help.
zzExplain to Ps that they should listen to the audio
again and draw four pictures according to what the
speaker says inside the squares.
zzPlay PB Audio (track Unit-8-Les_11-12_1-Revision)
again, making pauses for Ps to draw the pictures.
Play the audio as many times as Ps will need.
PB p. 110, t.3
zzTell Ps that they are going to present their drawings
to the class.
zzEncourage Ps to name a season first and then talk
about the weather and what Ronnie depicted in
their drawings is wearing.
zzEncourage Ps to use the structures, e.g. ‘It’s summer.
It’s hot. Ronnie is wearing a red T-shirt and blue shorts’.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to come up to the front of the
classroom and tell the class about their drawings.
MP Unit 8. Games, 1
zzExplain to Ps that they are going to play a game in
which they should listen to the speaker, then read
the variants and choose the correct variant according
to what the speaker says.
zzPlay MP (Unit-8-Games-1).
Script
Night, bright, skirt, coat, chair.
zzUse the cup with the name sticks (see Starter-
Lesson  4) to ask Ps to come up to the multimedia
board one by one and choose the correct variants.
PB p. 110, t.4
zzHold up your PB and point to the table at the bottom
of the page.
zzTell Ps that they are going to copy the table into
their exercise books.
zzExplain to them that they are going to fill in the
table only with the names of four seasons (‘spring’,
‘summer’, ‘autumn’, ‘winter’).
zzGet Ps to open their exercise books, take their pens,
pencils and rulers and copy the table.
zzWalk around the classroom and check whether Ps
need help.
PB p. 110, t.5
zzHold up your PB and point to the table in exercise 5.
zzPay Ps’ attention to the ticks under each season’s
Unit 8
name. Explain to Ps that they are going to do a
survey of ten classmates and complete the table.
zzPoint to the word cloud ‘What season do you like?’
and read it aloud.
zzEncourage Ps to use the structures ‘What season do
you like?’ and ‘I like …’.
zzP1 asks P2, ‘What season do you like?’. P2 answers,
e.g. ‘I like autumn’, so P1 ticks P2’s answer in the
column ‘autumn’ and so on.
zzGet Ps to take their exercise books and pens and
come up to each other to do a survey.
zzWalk around the classroom and check whether Ps
need help.
PB p. 111, t.6
zzTell Ps that they are going to tell the class what
seasons their mates like.
zzHold up your PB and point to the word cloud (‘Four
classmates like summer. Three …’) in exercise 6.
Read it aloud, pointing to each line.
zzEncourage Ps to talk about their mates using this
structure.
zzGive Ps some time to count how many mates like
spring, summer etc and prepare their talks.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to come up to the front of the
class and talk about their mates.
ENDING
MP Unit 8. Phonics and Reading, 1
zzExplain to Ps that they are going to play a game in
which they should move letters to the empty squares
to make words that are depicted in the pictures.
zzPlay MP (Unit-8-Phonics_and_Reading-1).
zzUse the cup with the name sticks (see Starter-
Lesson  4) to ask Ps to come up to the multimedia
board one by one and make words.
86 Unit 8
 LESSON 12 Revision
OBJECTIVES:
zzto review the language of the unit
zzto reflect on Ps’ learning
RECYCLED LANGUAGE:
Seasons. Weather. Clothes. Verbs to name
actions. Phonics ‘ght’, ‘ir’, ‘oa’ and ‘ear/air/ere’.
Structures ‘It’s autumn’, ‘It’s cold’, ‘It’s raining’,
‘When is your birthday?’, ‘It’s in winter’,
‘Children can ski and skate’, ‘I put on my …
in summer’, ‘What are you wearing today?’,
‘I’m wearing a … and … today’, ‘What is he/
she wearing?’, ‘He/She is wearing …’, ‘His/Her
scarf is red’.
MATERIALS:
PB, AB, MP, HPB, cup with the name sticks
(see Starter-Lesson 4), pencils of different
colours or crayons, scissors.
OUTCOMES:
By the end of the lesson Ps will be able to
identify and say what others are wearing. They
will also be able to use the language of the unit
in games.
WARM-UP
MP Unit 8. Games, 2, Part 1
zzExplain to Ps that they are going to play a game in
which they should match the audio to the picture.
zzTell Ps that they are going to click on the audio signs
and listen to the words, then click on the appropriate
tick that corresponds to the picture.
zzPlay MP (Unit-8-Games-2-Part_1).
zzUse the cup with the name sticks (see Starter-
Lesson  4) to ask Ps to come up to the multimedia
board one by one and play the game.
PRESENTATION
MP Unit 8. Games, 2, Part 2
zzExplain to Ps that they are going to play a game in
which they should finish sentences.
zzTell Ps that they are going to listen to the speaker
first.
zzThen they should click on the audio signs and listen
to the phrases and after that click on the appropriate
tick to finish the sentence.
Unit 8
zzPlay MP (Unit-8-Games-2-Part_2).
zzUse the cup with the name sticks (see Starter-
Lesson  4) to ask Ps to come up to the multimedia
board one by one and do the exercise.
PRACTICE
PB p. 111, t.7
zzGet Ps to open their PBs on page 111.
zzHold up your PB and point to the pictures in
exercise 7.
zzTell Ps that they are going to make their own
dialogues.
zzAsk a volunteer to come up to the front of the
classroom.
zzAsk him/her a question, ‘What is Jeff wearing?’ and
point to Jeff in the picture.
zzEncourage the P to answer your question saying, ‘He
is wearing a white shirt, black trousers and black
shoes’.
zzDivide your class into pairs, using the cup with the
name sticks (see Starter-Lesson 4) and let Ps make
similar dialogues on their own.
zzWalk around the classroom and check whether Ps
need help.
zzAsk several pairs to come up to the front of the
classroom and role play their own dialogues.
AB pp. 91-93, t.1
zzGet Ps to open their ABs on pages 91-93 and prepare
their pencils of different colours or crayons and
scissors.
zzHold up your AB and point to Tracy’s and Luke’s
clothes in the pictures.
zzExplain to Ps that they are going to colour the
pictures and cut them out.
zzLet Ps take their pencils of different colours or
crayons and start colouring.
zzAfter they have finished colouring, show Ps how to
cut all the pictures out.
zzTell Ps that they are going to put clothes on Tracy
and Luke and write what they are wearing.
zzPay Ps’ attention to the blank lines on each page and
let Ps do the exercise on their own.
zzWalk around the classroom and check whether Ps
need help.
zzUse the cup with the name sticks (see Starter-
Lesson  4) to ask Ps to stand up, hold up their ABs
and read what Tracy and Luke are wearing. You can
ask Ps to demonstrate their pictures of Tracy and
Luke.
87 Unit 8
 PB p. 111, t.8 zzPlay MP (Unit-8-Phonics_and_Reading-2).
zzGet Ps to open their PBs on page 111. zzUse the cup with the name sticks (see Starter-
zzHold up your PB and point to the text in exercise 8. Lesson  4) to ask Ps to come up to the multimedia
zzTell Ps that they are going to read the text and board one by one and make words.
answer the question. HPB p. 30
zzUse the cup with the name sticks (see Starter- zzAsk Ps to open their HPBs on page 30.
Lesson 4) to ask Ps to read the text one by one (you zzExplain to Ps that they are going to trace and write
can divide the text into parts and ask Ps to read the some phrases.
parts). zzGet Ps to trace and write the sentences ‘I like spring
zzAfter reading, read the last sentence aloud (‘Do you and summer’ and ‘I don’t like autumn and winter’.
like it?’) Goodbye Song, p. 112
zzUse the cup with the name sticks (see Starter- zzGet Ps to open their PBs on page 112.
Lesson 4) to invite Ps to answer the question. zzTell Ps that they are going to listen to an audio and
zzEncourage Ps to answer the question, ‘Yes, I do / No, sing a song.
I don’t.’ zzPlay MP (Unit-8-Songs_and_Chants-5).
zzGet Ps to tell you more about the season they like, zzWhile listening to the audio, hold up your PB and
using as much English as possible. point to each line according to the speaker.
AB p. 95, t.2 Script
zzGet Ps to open their ABs on page 95 and take their
One, two, three, Colours, pets and animals,
pens.
Three, two, one. Jungle, forest and a farm,
zzHold up your AB and point to each word cloud in
I love English, Breakfast time,
exercise 2.
It is fun. Time for school.
zzTell Ps that they are going to write down what It’s so fine,
children are saying. Four, five, six, It’s so cool.
zzPoint to the first picture of Tracy counting and ask a Six, five, four.
volunteer, ‘What is Tracy doing?’ Point to Tracy’s Numbers, toys, Seven, eight, nine and ten.
fingers in the picture to prompt the P. Encourage And there is more. See you next year,
him/her to answer, ‘She is counting’. Bye till then!
zzGet Ps to write down the word ‘counting’ in the first
word cloud. zzPlay the audio again, making pauses for Ps to repeat
zzThen point to the word cloud and read it aloud (‘I each line.
am counting’), imitating Tracy’s voice. zzPlay the audio again and get Ps to sing along.
zzUse the cup with the name sticks (see Starter-
Lesson 4) to ask Ps to look at the pictures and say
what the child depicted there is doing.
zzAsk Ps to pretend they are the characters and imitate
their voices. You can also ask Ps to mime what their
characters are doing.
zzEncourage Ps to start filling in each word cloud with
‘I am …’.
zzCome up to each P and check whether he/she is
writing correctly.

ENDING
MP Unit 8. Phonics and Reading, 2
zzExplain to Ps that they are going to play another
game in which they should move the letters to the
empty squares to make words that the speaker says.

Unit 8 88 Unit 8